About | HeinOnline Law Journal Library | HeinOnline Law Journal Library | HeinOnline

31 J. Legal Stud. Educ. v (2014)

handle is hein.journals/jlse31 and id is 1 raw text is: 









Editor's Corner



This issue marks beginning of the Journal of Legal Studies Education's (JLSE)
thirty-first year of publication. For three decades the JLSE has published
high-quality, peer-reviewed pedagogical research in the legal studies disci-
pline. Not only is it our discipline's leading outlet for publishing pedagogical
research, the JLSE provides opportunities for service and professional de-
velopment  for members  of the Academy of Legal Studies in Business (ALSB).
The  JLSE has been an invaluable resource for a generation of legal studies
scholars.
      Continuing in the JLSE's standard of excellence, this issue includes
four exceptional articles, the winner of the ALSB 2013 Best International
Case  Competition and  a Perspectives on Teaching article. The first two
pieces present innovative ways for professors to enhance their classroom
teaching and ensure credible learning objectives in the online environment.
The  Socratic method has long been a tool employed by many professors in
law and legal studies. Professor Matt Hlinak offers an innovative approach
to incorporating the Socratic method  in the online classroom. Professors
Lucas Loafman  and  Barbara Altman explore concrete techniques to ensure
quality in the online learning environment. Both  pieces provide ways to
help maintain the integrity of the classroom experience even though we are
increasingly moving away from brick-and-mortar classrooms.
      In the next piece Professor Patricia Pattison offers panoply of advice
for professors to connect with students through the use of storytelling. She
employs the story behind the landmark case of Kelo v. New London. The article
is a useful resource for professors to draw upon to incorporate storytelling in
their classrooms.
     A  common   challenge all professors face is finding the best classroom
practices to enhance learning. A common debate in the literature is whether
the traditional lecture pedagogical style or active learning tools are better at
enhancing  learning outcomes. Professors LeVon Wilson and Stephanie Sipe
tackle this issue head on in their article. Interestingly, the empirical findings
do  not indicate that active learning is any more effective in learning out-
comes  than traditional lecture pedagogical style. This result is contrary to

© 2014 The Author
journal of Legal Studies Education © 2014 Academy of Legal Studies in Business
                                    V1

What Is HeinOnline?

HeinOnline is a subscription-based resource containing thousands of academic and legal journals from inception; complete coverage of government documents such as U.S. Statutes at Large, U.S. Code, Federal Register, Code of Federal Regulations, U.S. Reports, and much more. Documents are image-based, fully searchable PDFs with the authority of print combined with the accessibility of a user-friendly and powerful database. For more information, request a quote or trial for your organization below.



Short-term subscription options include 24 hours, 48 hours, or 1 week to HeinOnline.

Contact us for annual subscription options:

Already a HeinOnline Subscriber?

profiles profiles most