Teaching Contract Law Using Experiential Learning Methods

Abstract

This study proposes experiential learning methods that can be used for delivery and assessment of contract law course to undergraduate students. To achieve this aim, this study explores the experiential learning methods currently in practice in teaching contract law to law and non-law undergraduate students. This study also synthesizes and maps the identified methods to Kolb Experiential Learning Cycle. PRISMA Extension for Scoping Reviews (PRISMA-ScR): A checklist and Explanation guideline was used to report this study. The search was based on a Google Scholar and four primary academic databases: ACM Digital Library, EMERALD, PROQUEST and SCOPUS. Of the 34 studies that met the inclusion criteria, 133 essential original constructs were collated, and seven methods were derived. Role plays, and simulation methods record the highest percentage of collated original constructs (39%, n=52) followed by fieldwork and clinical (24%, n=32), case-based (11%, n=15), writing task (8%, n=11), problem-based learning (8%, n=10), street law (n=7) and seminar-based (5%, n=6). Twenty-three new items were synthesised for experiential learning methods, which may guide the teaching of contract law using experiential learning to undergraduate students. This study adds significant value to the corpus of knowledge in teaching contract law to undergraduate students by providing evidence-based experiential learning methods. The newly synthesised items in the methods can be readily used as an initial guide by the faculty members during the development of the contract law course syllabus for undergraduates. They are also valuable for academics planning to invoke experiential learning methods in teaching contract law to undergraduate students.