The impact of student-generated digital flashcards on student learning of constitutional law. Issue 1 (2nd January 2017)

• Record Type: Journal Article
• Authors: Colbran, Stephen; Gilding, Anthony; Colbran, Samuel; Oyson, Manuel Jose; Saeed, Nauman
• Is Part Of: Law teacher. Volume 51:Issue 1(2017)
• Page Start: 69
• Page End: 97
• Publication Date: 2017-01-02
• Subjects: Flashcards -- student directed learning -- authentic learning -- law assignments -- online student flashcards -- online legal education -- constitutional law; Law -- Study and teaching -- Periodicals; 340.07
• DOI: 10.1080/03069400.2015.1082239
• Languages: English
• ISSNs: 0306-9400

Abstract

ABSTRACT: This article describes, evaluates and reflects upon student creation of cloud-based digital flashcards as an authentic formative and summative assessment task designed for the deep learning of constitutional law. The usefulness of digital flashcards in online legal education is explored. The undergraduate law student participants in the study responded differently to the assessment task depending upon the constitutional law topic they were assigned, the perceived relevance of constructing digital flashcards to professional practice and how they reacted to this creative task. Building digital flashcards provides a potentially powerful authentic assessment task for the study of constitutional law provided it is designed to support semester long creation, validation and sharing of digital flashcards that students perceive as professionally relevant and educationally useful. Student recommendations for designing an assessment task involving the creation of digital flashcards are evaluated.