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28 J. Crim. Just. Educ. 1 (2017)

handle is hein.journals/jcrimjed28 and id is 1 raw text is: 

Journal of Criminal Justice Education, 2017
Vol. 28, No. 1, 1-24, http://dx.doi.org/10.1080/10511253.2016.1151906


Enhancing Student Learning By Using

Mock Trials in Criminal Justice Courses



        Sanja Kutnjak Ivkovie and Philip Reichel




     Lecture-oriented teaching is the principal pedagogical technique in college
     and university classrooms but instructors will sometimes turn to non-lecture
     techniques in an attempt to provide a more active learning experience. This
     article describes a mock trial exercise that has been used over several
     semesters to provide criminal justice students with an active learning
     experience and increase their understanding of the inquisitorial process in
     comparison with adversarial proceedings. We provide sufficient detail to
     allow interested instructors to conduct a similar exercise in their own
     course. Results of a multi-semester evaluation to assess student perceptions
     of the exercise show that students expected and found the exercise to be
     an enjoyable and informative classroom experience that advanced their
     learning.


                        Active  Learning  Techniques

Lecture-oriented  teaching  retains its dominance  as  the  principal teaching
technique in college courses. Since the 1970s, there have been periodic bursts
of enthusiasm   as instructors discovered  alternate methods,  often  called
active learning techniques, such  as simulation gaming,  role-playing, in-class
debates,  writing-across-the-curriculum, experiential learning, and even field
trips, which downplay  the role of lecture. Greek defines active learning as a
philosophy of education  based  on the premise  that students best internalize
information  when  they  are directly involved in their own   learning (1995,
p. 153). That  direct involvement can  have many  manifestations  that include
internships, field trips, simulation games, and a variety of in-class activities.
Active  learning may  be  especially appropriate  in criminal justice courses
because  many  of them have  an applied component  that may  not be communi-
cated most  effectively in traditional lecture formats (Greek, 1995). Of particu-
lar interest for this article is the  use of  a mock   trial to help  students
understand  and appreciate court procedures.
  This article describes a mock trial exercise that has been used over several
semesters as a way  to provide students with an active learning experience and



   Routledge
   Taylor&FrandsGmup  D 2016 Academy of Criminal Justice Sciences

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