Abstract
The use of virtual simulations in Legal Education as a method for learning is relatively rare despite much theoreticalsupport that exists for the benefits in learning. There is also some apprehension on the use of technology in legaleducation. Both of these are likely due to the lack of solid evaluations concerning the overall impact in professionallearning. The paper explores a number of possible theoretical frameworks which can be used in the design of thevirtual law clinic simulation training programme and concludes that simulations can be used in professional learningthrough the experiential, immersive and active learning frameworks which effortlessly support Legal Education.
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