Utilizing Experiential Learning Methods to Teach Substantive Law Courses to Undergraduate Students

Abstract

This study proposes experiential learning methods for delivering and assessing substantive law courses to undergraduate students. The study reviews current experiential learning methods used to teach contract law, the most common substantive law course offered to law and non-law undergraduate students. The identified methods are synthesized and mapped to Kolb’s Experiential Learning Cycle. The study follows the PRISMA-ScR checklist and explanation guidelines to report its findings. A scholarly search was conducted on Google Scholar and four online databases (ACM Digital Library, EMERALD, PROQUEST and SCOPUS). Of the 44 studies that met the inclusion criteria, 141 essential original constructs were collected, and 7 methods were derived. The study found that role-plays and simulation methods recorded the highest percentage of original constructs (38%, n = 54), followed by fieldwork and clinical methods (26%, n = 36), case-based methods (11%, n = 15), writing task methods (9%, n = 12), problem-based learning methods (7%, n = 11), street law (5%, n = 7) and seminar-based methods (4%, n = 6). The study also synthesized 23 new items for experiential learning methods that may guide the teaching of substantive law courses to undergraduate students. This scoping review adds significant value to the current body of knowledge by presenting novel items that law academics can use to adopt experiential learning methods for teaching substantive law to undergraduate students. These items can also be adapted for the development of experiential-based learning course syllabi and assessments for other substantive law courses not included as a sample of analysis.