P-ISSN 1033-2839
E-ISSN 1839-3713
Vol. 29, Issue 1, 2019April 14, 2020 AEST
Motivated to Collaborate: A Self-determination Framework to Improve Group-Based Learning
Motivated to Collaborate: A Self-determination Framework to Improve Group-Based Learning
Articles in Vol. 29, Issue 1, 2019
Vol. 29, Issue 1, 2019
- Alert but not Alarmed: A Response to Parker’s Critique of Wellbeing Scholarship in LawClaire Carroll
- Do Law Clinics Need Trigger Warnings? Philosophical, Pedagogical and Practical ConcernsKate Seear
- How to Encourage Student Voice: Obtaining Effective Feedback from Law Students in Course EvaluationVicci Y.J. Lau
- Developing Students' Sense of Autonomy, Competence and Purpose Through a Clinical Component in Ethics TeachingAnna Cody
- Use of E-exams in High Stakes Law School Examinations: Student and Staff ReactionsAlex SteelLyria Bennett MosesJulian LaurensCharlotte Brady
- Situating Statutory Interpretation in its Public Law ContextJanina BougheyLisa Burton Crawford
- Teaching for the 21st Century: Indigenising the Law Curriculum at UWAAmbelin Kwaymullina
- Motivated to Collaborate: A Self-determination Framework to Improve Group-Based LearningJustine RogersMarina Nehme
- Assessable Moots in Administrative Law: The Role of Student Feedback in Creating CohesionNiamh Kinchin
Rogers, Justine, and Marina Nehme. 2020. “Motivated to Collaborate: A Self-Determination Framework to Improve Group-Based Learning.” Legal Education Review 29 (1): 1–26. https://doi.org/10.53300/001c.12559.