Referring to knowledge

The proposed teaching methodology is grounded in a problem-based learning (PBL) approach, designed to foster active, student-centred learning, insofar as they take responsibility for building their own knowledge base. The methodology uses a variety of classroom activities to promote student-directed learning and encourage independent, self-directed study. These activities help ensure students have a better understanding of the syllabus and develop appropriate skills.

In class, it is important to activate prior knowledge to achieve meaningful learning outcomes. Knowledge is more likely to be retained if it is connected to what students already know. Group work encourages students to reflect on existing knowledge, define learning objectives (what they know and what they need to know to solve a case), and establish a plan for guided study and research. Among the guided learning tasks, students complete individual research projects and compare their findings with other group members.

Once students have gathered information, they return to class to collaborate and compare results in the presence of the tutor. This process promotes directed learning, highlights areas requiring further clarification, and supports the creation of concept maps that show how concepts are related. Together, these activities foster the development of students’ autonomous learning skills.

Regular student attendance is expected, either on campus or online. Students unable to attend class can follow the course using the recommended bibliography. This course programme specifies the content and skills required to pass the subject. Students are encouraged to ask their tutor any questions they might have. Different activities are designed to achieve different learning outcomes depending on the objectives:

— Classroom activities activate prior knowledge (brainstorming), provide tutor-guided explanations, use real-world cases, promote synthesis of learning outcomes (concept maps), encourage group work and cooperation, develop the ability to defend positions orally and in writing, and foster motivation through continuous assessment.

— Directed learning encourages students to construction knowledge by themselves, by undertaking their own research to address the cases presented in class. To do so, the group employs a set of research tools under the direct supervision of the tutor. The key here is to ensure students structure the information obtained by constructing concept maps.

— Independent learning activities require students to review and consolidate all course content.

Classes are divided into small subgroups to promote understanding, debate, and the development of arguments. Attendance alternates weekly. One half of the students attend class on campus and the other online, switching the following week.

Assessment of students’ skills is conducted on a continuous basis. This procedure includes a clear element of training so that students are guided through the learning process and helped to improve. To this end, a variety of elements and criteria are employed:

 

a) Participation in class debates, asking questions in class or by email, and demonstrating the ability to present arguments with appropriate legal reasoning in the context of the economic situation, and during oral presentations of cases (20%).

b) In-class work: PowerPoint presentations, reports, concept maps, news commentary, clarification of concepts, research methodology, information selection and citation of laws and jurisprudence (20%).

c) Tests: composed of multiple-choice questions and/or problem-solving exercises based on practical cases (60%).

   — Short theory-based tests: 10%.

   — First test: 20%.

   — Second test: 30%.

Since students are assessed on a continuous basis, attendance at both on campus and online sessions is compulsory.

Students opting for the continuous mode of assessment do not sit a final exam.

Students who fail the continuous assessment are required to sit the repeat assessment examination.

Examination-based assessment

Students opting for single assessment are evaluated through a final examination, which may include multiple-choice questions and/or problem-solving exercises based on practical cases.

Students who choose single assessment must sit the final exam; otherwise, they are considered to have opted for continuous assessment.

Repeat assessment

Students who do not pass either the continuous or single modes of assessment are entitled to be re-evaluated. The repeat assessment exam contains multiple-choice questions and/or problem-solving exercises based on practical cases.