Learning takes place when a student encounters something different and something new that they have not encountered before. The degree of brain action is straightforwardly related to the level of motivation in the environment of learning. The stimuli of learning are not restricted in place or time. According to Daniel (1987), this means that they can come up continuously either formally or informally. Students may learn from sources that are unexpected, for instance movies with legal themes or that which connect to the students study in a way that is meaningful. Students are not the only players but they are the key players in their process of learning with other players being the tutors, friends, writers and fellow students.This way of viewing the learning process is partly a feature of the 'constructivist' learning (Biggs).the argument here is that students establish their own ways of understanding from different sources and this makes learning process a very special put up. This is in a way a problem in law. Some concepts must be understood clearly and idiosyncratic and personal view of them would cause a strict misunderstanding. nonetheless, 'constructivist' learning in masking analysis of the results of that idea would be relevant, for instance the idea of 'remoteness' ought to be clearly comprehended, but an analysis of that idea 'in action' can be built.An ongoing learning process develops what is referred to as numerous intelligences (Gardner), alongside various levels of accomplishment in every area. Examples are:Higher education has mainly focused on the cognitive, and has addressed the others just recently. Intellectual development and personal development has been a foremost focus for most programmes in higher learning programmes, for instance the reflective practice and the work-based learning in fields of profession. Work of WG Perry (1970 is the most excellent research that is known in this field. Learning process takes place best when it is 'situated'. This means that when the challenge has in it a 'reality feel' which in real context means that a 'compelling' circumstances. This clearly explains why the work-based learning is inclined to being successful. This could be a clinical work in law essential law firms, "what did you most learn about...".
The famous Kolb learning cycle, which is influential and powerful, is partly based in situated experiences of learning into which there is added conceptualization, reflection and action. This learning model is best at making links between theory and practice in a learning process. In a learning process that is social and interactive a learner needs:'Approaches' to learning
Learners have got their means of attaining knowledge, a 'learning style', and they tend to learn more when there are many opportunities to learn which give them an opportunity to carry on with learning in a way of their own. Skills Council for England and Wales, in the year 2004 availed a research that exposed not less than 71 types of learning styles. A report was made on only 13 of these learning styles. Some of these learning styles are known better than others. Learning styles that have a particular significance in the learning of law will be examined briefly. By selecting some learning styles of learning it does not mean that others are irrelevant. They also have their level of relevance.ASSIST (Entwistle's Approaches and Study Skills Inventory for Students)
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In this model, a customized structure of the questions asked form a pre-event task and one may have been done with it and got a desired style of learning as per the model. This model focuses on three superseding styles. These are deep, surface and the strategic learning. If an instructor needed to motivate a 'surface' student into a 'deeper' style, the instructor would be required to first evaluate the available opportunities for achievement of this. In general, setting a question that demands a 'deep' reply will not work because there is o likelihood of getting it. What is most likely to be got from a 'surface' learner is a 'surface' reply. A great way of achieving the desired results is by getting 'deep' learners' to give explanation on their way of learning to other learners. This could be properly 'mixed' for grouping tasks where various styles of learning are being practiced in s particular student group.Kolb's learning styles
Kolb's styles of learning differentiate four styles of learning. According to Smith (2001), these
comprise of the thinkers, observers, doers, and deciders. Each of these learning styles has strengths as well as weaknesses.In this style learners focuses on information that is accurate; learn more from seeing of events, paying attention to other people's experiences and thinking over the peoples experiences by focusing on events in real life. They endeavor to know how the subject could be put in practice and how it could be involved in their learning process.(The suggestion of these two questions is that learners would prefer case law)This style is not very good for theories, concepts and high complicated realities. It works best in group work where there is exchange of ideas and solving of problem is needed. In 'real world' matters it requires making of sense of theories and concepts. It also needs extra support with individual and extended writing responsibilities like dissertations or projects.Learners like doing research and reading a lot of theory. They also like having views of professionals and they encounter new topics with thinking and reading about it so as to discover what is known already. Learners could rather than focusing on the effectiveness of the theory or its capacity to predict, get stuck in the theory part of it. Most of the times it requires an excellent measure of common sense or it requires to be confronted by realities that are practical. They inquire to know:These students will do the reading that is needed of them although they will not desire 'pre-digested' knowledge and succeed as 'independent' learners. It calls for a hard work to have them get involved with 'real world' problems.Students in this case want to be introduced to the theory and rules and to be directed on how to apply them. This means that they desire a structure that is clear and that works in a practical way. Functioning just 'by the book' can cause them trouble in case a 'messy' realism comes on the scene that requires flexibility and creativity in solving 'real world' problems. This style is therefore not good in establishing connections between theories and concepts. They inquire to know:Most long-established teaching is aimed at the 'decider' although there are risks in 'unreasonable tutor expectations.' Students learn from past mistakes and by finding out things for themselves. They are 'risk takers' who deal with change very well and they can arrive at a response by perception. They sometimes cannot make it clear how they got into a certain conclusion when they are required to do so. They have tendency of accepting things very fast and uncritically and they agree to decisions and concepts at face value. 'doers' are most likely to be a difficulty for conventional learning that is classroom-based but they can do very well in an open system that works autonomously. They need to be supported so as to make sense of theory.