Mock Trials Versus Management or Litigation-Driven Models of Business Law Instruction

Gershuny, Pamela; McAllister, Charles D.; Rainey, Carolyn

doi:10.1080/08832323.2011.587474

Cited by 5 publications

(6 citation statements)

References 14 publications

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“…In our study, we have assessed the learning outcomes of simulation of insolvency proceedings from learning objectives cognitive domain perspective, which was recommended by previous mock trial studies (Gershuny, McAllister and Rainey 2012). The results generally support previous theoretical findings about positive long-term effect of the simulation experience on learning.…”

Section: Resultssupporting

confidence: 77%

Simulation of Insolvency Proceedings Year II - Evidence of the Long Term Effect on Cognitive Learning

Krásnická

Vojtko

Strnad

et al. 2017

Acta Univ. Agric. Silvic. Mendelianae Brun.

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Section: Resultssupporting

confidence: 77%

Simulation of Insolvency Proceedings Year II - Evidence of the Long Term Effect on Cognitive Learning

Krásnická

Vojtko

Strnad

et al. 2017

Acta Univ. Agric. Silvic. Mendelianae Brun.

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“…In our study, we have assessed the learning outcomes of simulation of insolvency proceedings from the both Bloom's taxonomy of learning objectives cognitive and affective domains' perspectives, which was recommended by previous mock trial studies (Gershuny, McAllister and Rainey 2012). In accordance with the recommendation of Greenlaw and Wyman (1973) we have also involved a control group for the measurement of effectiveness of the learning outcomes in a form of an anonymous, "out of the blue" test.…”

Section: Resultsmentioning

confidence: 99%

“…After the mock trial, only 5 % remained firmly against settlement with the difference shifting to favour consideration. This movement indicates that mock trials could be a valuable learning experience to motivate settling instead of litigating disputes (Gershuny, McAllister and Rainey 2012).…”

Section: Introductionmentioning

confidence: 99%

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Learning Outcomes of Simulation of Insolvency Proceedings Inspired by the US Mock Trials

Krásnická

Vojtko

Strnad

et al. 2017

Acta Univ. Agric. Silvic. Mendelianae Brun.

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The main aim of this paper is to quantify students' learning outcomes from a pilot project inspired by Mock trials developed in the USA and applied into the Czech system of law education of students of business disciplines. The pilot project involved a simulation of insolvency proceedings where the students played roles of various participants. The learning outcomes were evaluated in accordance to Bloom's taxonomy of learning objectives and findings support previous studies on this topic. Our results generally confirm the findings of various studies saying that the teaching of basic concepts and terminology is more effective in the form of lectures and that main simulation as a pedagogy outcomes are in the affective and psychomotor domains. However, the differences in cognitive results of our students are very small as measured by an anonymous final test, which suggests that there are more factors to be considered and further studied. The results also show that the students prefer the simulation method to the traditional lectures and perceive it as an efficient learning experience with long-term impact on their learning as well as attitudes and skills. Such a study has not been done in the Czech environment and the findings enrich both business and law education theory and practice.

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“…Research suggests that active learning and skill-building activities are imperative for learners in legal and business courses and in employment (Gershuny et al , 2012; Wilson and Sipe, 2014; Andres, 2020; Dutcher, 2019; Ewang, 2008). Instructional methods may include diversified strategies through question-and-answer sessions, structuring learner responses to follow the “[I]ssue, [R]ule, [A]pplication and [C]onclusion” (IRAC) process and guided note-taking to understand theory (Kariyawasam and Low, 2014; Cheeseman, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Active learning strategies in business education: using the law to build critical workforce skills

McDonald

Iscaro

Posey

2022

JIEB

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Purpose In today’s global business environment, business learners and employees must adapt to ever-changing challenges. Active learning strategies like case-based learning and think-pair-share may be used in any business course, as they engage learners, may meet Association to Advance Collegiate Schools of Business standards and assist with employer needs through knowledge and skill enhancement in critical thinking, decision-making, problem-solving and collaboration. The purpose of this paper is to provide business instructors with three activities that are easily modified. The activities promote workforce skills and encourage reflection activities as an assessment. The intent of each scenario is to present solution-driven methods by which business challenges may be assessed and resolved. Design/methodology/approach Section 2 offers a literature review on case-based learning and think-pair-share. Section 3 includes three case-based activities that instructors may implement. Section 4 sets forth student assessment findings and a conclusion. Findings The findings demonstrated that learners reported positive benefits of case scenarios and think-pair-share on their ability to make business decisions, critically analyze, solve business problems and collaborate. Reflective observation was an insightful tool in assessing comprehension and skill-building for 68 learners in two sections of fall 2019 Legal Environment of Business courses. The contribution to literature is primarily practical. The activities foster educational effectiveness by stimulating learners to practice critical employment skills. The results also show that satisfaction, intensifying students’ engagement, enhances the educational effectiveness of the courses. Originality/value This study provides three original case-based activities with suggested content, handouts that may be copied for class use, instructor preparation, learning outcomes, objectives and assignment procedures.

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Mock Trials Versus Management or Litigation-Driven Models of Business Law Instruction

Cited by 5 publications

References 14 publications

Simulation of Insolvency Proceedings Year II - Evidence of the Long Term Effect on Cognitive Learning

Simulation of Insolvency Proceedings Year II - Evidence of the Long Term Effect on Cognitive Learning

Learning Outcomes of Simulation of Insolvency Proceedings Inspired by the US Mock Trials

Active learning strategies in business education: using the law to build critical workforce skills

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