Teaching is not just delivering lectures but anything we might do that helps and encourages students to learn.1
Envision your typical business law or legal environment of business classroom, filled with students. As class begins, most students are alert and attentive to the instructor. However, after class is under way, some students have diverted their attention elsewhere. A few are looking intently at their laptop screens, which contain material that may (or may not) be related to business law. Others are looking at their phones. While many are still listening to the instructor, a few might be whispering to neighbors, and one or two students even appear to be napping. Does this scene sound familiar? Now consider a different classroom, one in which every student in the class is looking at the screen at the front of the room, reading the same question, and thinking intently about the answer. The room is quiet. Imagine further that you, the instructor, can gather the students’ answers to the question immediately and, with one click, present those results back to the class, in vivid graphics. When the results are displayed, the room is filled with a buzz as some students congratulate themselves on their correct answer, while others express dismay that they chose incorrectly. Their attention is on the question presented, which relates directly to the content of your course. In which classroom are students more engaged?
This document was originally published by Wiley on behalf of the Academy of Legal Studies in Business in volume 32 of the Journal of Legal Studies Education, pp. 47-90, 2015. Copyright restrictions may apply.doi: 10.1111/jlse.12022
Park, Susan and Farag, Denise. (2015). "Transforming the Legal Studies Classroom: Clickers and Engagement". Journal of Legal Studies Education, 32(1), 47-90. http://dx.doi.org/10.1111/jlse.12022