Online Higher Education Teaching Qualification in Law: An online reflective practice course

Abstract

This paper highlights the growing need for provision of discipline-based flexible online courses for teachers in Higher Education based on reflective practice. It describes some of the challenges inherent in developing, implementing and evaluating of such discipline-based Higher Education courses, through examining the Graduate Certificate in Law Teaching (GCLT) Course in the Faculty of Law at Monash University, Australia. The paper suggests that new research approaches such as narrative inquiry have much to offer developers and researchers of E-Learning as they address issues associated with collaboration and reflective learning.