FOSEM 301-02-2012 SXU's List: Regina M. Smith

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Willing Suspension of Disbelief

The article talks about Transactional Learning versus a ‘traditionally taught law of probate program. The article features an on-line, collaboration and simulation and role playing exercise. The author believes emotional engagement comes about through role playing during simulation exercises which Serby believes leads to deeper learning. Transactional Learning consist of small groups of students getting together on line and sharing information doing problem solving exercises while roll playing during those exercises. According to Paul Maharg, (2010), learning law through simulation is a shift in pedagogical focus from student as spectator to student as creator and the creation of a new learning space, (Serby, 2011). Marharg compares this Transactional Learning to performances of the arts. However, O’Rielly and Newton (2000), believe that students finds it very difficult to motivate themselves to engage in work which they know does not lead directly to assessment, (Serby, 2011).

Transactional Learning is a learning style where students learn from their peers; sometime it is referred to as cooperative learning and without the intervention of a teacher. Goold and Coldwell (2008) have observed other problems with Transactional Learning, that of non-contributors to the online discussion forum. Goold and Coldwell refer to them as ‘‘lurkers’’ and ‘‘shirkers,’’ meaning those students that do not participate, or in some cases, they don’t even show up in the online forum. There has been a lot of research done on the resistance by many students to on-line learning. The conclusions seem broadly to be that the majority of fee-paying students expect personal contact with their lecturers at all times, (Serby, 2011). The reassuring presence of the lecturer at workshops and lectures to answer questions is something most students take for granted, (Serby, 2011)

The Transactional Learning Program began in 2009 with forty students at Anglia Ruskin University. The students met only once during the introduction in 2009. The program was a postgraduate program, a one year-full time program. This program had to be completed before the student could start his or her two-year training contract as a trainee solicitor. The idea behind the Transactional Program was to measure the benefits, of learning by taking students away from the traditional learning model, such as compulsory attendance for lectures and workshops and instead, engaging them in online simulation and collaboration exercises. Students learned through their involvement rather than being told about the exercises.

The simulation aspect of transactional Learning is based on online interaction, role playing by way of on a virtual environment using realistic props such as websites, newspapers and a scenario that a trainee solicitor might experience in a real life legal practice involving taking instructions from a ‘‘pretend’’ client, (Serby, 2011). Serby believed that because today’s students are tech savvy, they will fit right into the Transactional Learners’ Program.

An Additional advantage is that the group is able to solve problems faster by working together rather than if they were working alone as they would be doing in the traditional education environment. According to Serby, other benefits from this program is that it is geared to teach the students to trust one another through their collaborative work together in the Transactional Learning Program, ( Serby, 2011). According to Serby, students in the Transactional Learning Program become IT skilled, in communication, presentation and negotiation, which are all enhanced by collaborative learning, (Serby, 2011). As with everything else in life, this program fits some people just fine, yet others may find it a bit lacking. If you are not a self-starter, well organized and disciplined person, this program may not be something you want to try.

References

Serby, T. (2011). Willing Suspension of Disbelief: A Study in Online Learning Through Simulation, and Its Potential for Deeper Learning in Higher Education. Liverpool Law Review, 32(2), 181-195. doi:10.1007/s10991-011-9095.

Regina M. Smith