Bond University
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Abstract

It is less than a decade since Le Brun and Johnstone sought so effectively to improve law students’ learning by bridging “the perceived gulf between educational theory and practice so that our work as [law] teachers is more informed, reflective, critical and, thus, improved in practice”. In documenting and building upon theoretical and practical connections, they both identified and accelerated the “quiet revolution” which has been making our classrooms, at their best, places where active, student-centred learning involves critical dialogue on law and justice. In the meantime, however, there has been another revolution fermenting in the academy. But this time it may undermine the developments in law teaching because in many instances the classroom will no longer be the principal site of teaching. The new revolution is one of “flexible delivery”.

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