Employing a Classroom Response System to Teach Law: A Case Study

Catherine Easton

Abstract


Classroom Response Systems (CRSs) can be used to promote engagement and interaction in a teaching environment.  This article builds on previous work to present a case study of CRS use in a large LLB lecture series.  It focuses upon issues of accessibility, summative assessment and the possibility of employing signals transmitted by students’ mobile phones.  This discussion leads into a short best practice guide, drawing upon practical observations of CRS use.  Finally, some specific examples of CRS use in the legal curriculum are outlined, drawing these back into the wider pedagogical framework relating to classroom interaction.


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