Curricular Changes in Legal Research Instruction: An Empirical Study

23 Pages Posted: 29 Jun 2018  

Caroline Osborne

West Virginia University College of Law

Stephanie Miller

West Virginia University College of Law

Date Written: June 22, 2018

Abstract

This article examines components of curricular design of a legal research class as impacting student performance. Expertise of instructor and use of the inverted, or flipped, classroom are specifically explored. Eight years of exam performance on an oral legal research midterm is used to measure student performance and success of various components of curricular design.

Keywords: inverted classroom, flipped classroom, legal research curriculum, teaching assistant, dual-degree librarian, oral exam, Socratic method, PowerPoint, lecture, passive learning, active learning, curricular design, e-learning module, video module, podcast

JEL Classification: K10, I20, I21, I23

Suggested Citation

Osborne, Caroline and Miller, Stephanie, Curricular Changes in Legal Research Instruction: An Empirical Study (June 22, 2018). Available at SSRN: https://ssrn.com/abstract=3201057 or http://dx.doi.org/10.2139/ssrn.3201057

Caroline Osborne

West Virginia University College of Law ( email )

PO Box 6025
Morgantown, WV 26506
United States

Stephanie Miller (Contact Author)

West Virginia University College of Law ( email )

Box 6130
Morgantown, WV West Virginia 26506
United States

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