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References

Ally, M. (2008). Foundations of educational theory for online learning. Theory and practice of online learning

(2nd ed., pp. 15-44). Athabasca University Press.

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Biggs, J. (2014). Constructive alignment in university teaching. HERDSA Review of Higher Education, 1, 5–22.

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Churches, A. (2010). Bloom's digital taxonomy.

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Conole, G., & Wills, S. (2013). Representing learning designs–making design explicit and shareable. Educational Media International, 50(1), 24–38.

https://doi.org/10.1080/09523987.2013.777184

EISSN: 1469-5790

 

Ferber, P. S. (2002). Adult learning theory and simulations designing simulations to educate lawyers. Clinical

Law Review, 9(1), 417-462

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McLoughlin, C., & Luca, J. (2002). A learner–centred approach to developing team skills through web–based

learning and assessment. British Journal of Educational Technology, 33(5), 571–582.

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Martin, L., & Tapp, D. (2019). Teaching with Teams: An introduction to teaching an undergraduate law

module using Microsoft Teams. Innovative Practice in Higher Education, 3(3).

http://journals.staffs.ac.uk/index.php/ipihe/article/view/188 

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Schultz, N. L. (1992). How Do Lawyers Really Think? Journal of Legal Education, 42(1), 57–73.

http://www.jstor.org/stable/42893121

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Sindu, I. G. P., Santyadiputra, G. S., & Permana, A. A. J. (2020). The effectiveness of the application of Articulate Storyline 3 learning object on student cognitive on Basic Computer System courses. Jurnal Pendidikan Vokasi, 10(3), 290–299.

https://doi.org/10.21831/jpv.v10i3.36094

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Wang, X., Su, Y., Cheung, S., Wong, E., & Kwong, T. (2013). An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches. Assessment and Evaluation in Higher Education, 38(4), 477–491.

https://doi.org/10.1080/02602938.2012.658018

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