STRAIT to the future

8th Asia-Pacific Specials, Health and Law Librarians Conference

The future in online legal education

Beth Finch, Southern Cross University
Des Stewart, Southern Cross University

Keywords: Legal research; Distance education; Libraries

Abstract

Meeting the challenges in today's global educational market is a precarious mix of sound pedagogical principles and innovative use of information technology.

Southern Cross University's School of Law and Justice is strategically placing itself in this virtual environment and will deliver courses via CD-ROM and Internet in 1999.

A team approach involving academics, graphical designers, information technologists, students, librarians and business has been chosen. Librarians are designing online help tutorials as well as playing an important role in the negotiation and provision of commercial electronic legal information resources to mesh in with the online learning environment.

Capitalising on past innovative trials in collaboration with publishers has placed the School in a unique position to offer substantive information resources to remote clients to support learning modules. During the past twelve months teaching online Legal Research and Writing to students located remotely from the University was made possible through gaining permission to deliver Law Book Company electronic resources from the University Library via the World Wide Web.

Currently online learning modules are being developed for trials during first semester 1999. Students will engage in collaborative learning and 'live' practical activities and may also attend practical workshops. The future is an exciting prospect, with students being offered delivery online, 'any place, any time'.

Introduction

Southern Cross University is a regional university with a network of campuses and study centres situated along the NSW North Coast. Courses are offered from 4 Colleges and 14 Schools which include Education, Business, Resource Science and Management, Tourism and Hospitality Management, Social and Workplace Development, Human Services, Humanities, Natural and Complementary Medicine, and Health Sciences. The School of Law and Justice offers a range of study programs including paralegal studies, graduate and postgraduate degrees.
Currently some 12 000 students are enrolled with the University, over half of these in off-campus mode.

During 1998 the University had decided to centrally fund two pilot online courses to give momentum to an already active use of the Internet to supplement existing course resources. This new direction was to bring together resources, skills and stakeholders across the University utilising formal project management principles in contrast to earlier efforts which relied on enthusiastic individuals with limited support. Multidisciplinary teams included academics, instructional designers, information technology staff, and librarians.

The School of Law and Justice was one of the schools keen to participate in the pilot and had in fact been teaching the Legal Research and Writing unit over the internet since the beginning of 1998. Initially the discussion will focus on the use of technology in teaching legal research skills in distance education, teaching skills and methods as they relate to legal research, and an overview of computer based learning. The paper will then address the University's experience from 1995 when Legal Research and Writing was offered externally through to the decision to centrally fund the move to go online.

Southern Cross University Library has aligned itself with online or web based learning from the very outset. Prior to the University's current online projects the Library was working closely with the School of Law and Justice and legal publishers to offer commercial legal resources over the web to distance students. After trials in 1997 Law Book Company infobases were integrated into the Legal Research and Writing website in 1998. The Library's role in support of online and flexible learning and future plans will also be discussed.

Teaching skills

It is still not fully accepted that legal or lawyering skills should be taught in law schools today.[1] This debate is however outside the scope of this paper. It is suggested that the main concern today is not whether skills should be taught at law school but where they can be located to achieve the best effect[2] and how the appropriate balance should be achieved.[3] It is clear however that the views of many law schools[4], as well as legal practitioners and law graduates support the teaching of legal skills, and that research and problem solving skills are viewed as most vital.[5] With the rapid increase in both volume and content of law, it is increasingly important the future lawyers and paraprofessionals can find and interpret the relevant law. These days, there is little law, particularly the primary sources of law, which is not in electronic format, whether on CD ROM or on databases accessible via the Internet. As a result, the need for law students to possess the skills to retrieve electronic legal information is accompanied by the requirement for them to understand the structure of those information systems.[6]

The aim of legal education is to prepare students for work in the legal profession or related industries. Work has been described as the combination of a job (associated with an industry) and skills (associated with an individual).[7] Skills can be further categorised as task management, work environment, workplace learning and interpersonal skills.[8] In the context of the legal research education, task management skills, which relate to the ability to co-ordinate the job at hand, are learnt by students successfully undertaking the unit requirements. Work environment skills include manual skills, such as being competent in the use of the technology employed in the industry. A survey of NSW legal practitioners in 1996 revealed that 63% of city practitioners, 32% of suburban practitioners and 44% of country practitioners had access to a modem.[9] Workplace learning skills refer to the ability to learn on the job. With the rapid advances in technology, these workplace learning skills are increasingly important and workers need to be able to build on their skills to use the new technologies with flexibility and competence.[10] Finally students in their interaction with staff and their peers develop interpersonal skills.

For most legal practitioners today, the practice of law depends on the use of technology, that is computers, software and telecommunications.[11] The legal industry has already seen the increased use of litigation support databases, computerised practice management systems, teleconferencing and electronic conveyancing to name a few areas. The use of technology, as in all areas of industry, will inevitably increase at an exponential rate, so that to equip law students for the future, law schools must prepare them to work in law offices that are dramatically different from those of today.[12]

To successfully train future legal practitioners and paraprofessionals, students need to learn "how to do law", as well as learn about the law.[13] In line with the first requirement, future practitioners need to know how to find, understand and applying the changing rules of law.[14] Law can be seen as an instrument or tool, rather than a machine to provide the answer to legal questions.[15] Without training in the use of the tool, tomorrow's legal professionals will be hard pressed to answer legal questions.

Theories of learning

Experiential learning has been defined as generating an action theory[16] from your own experiences and then continually modifying it to improve your experience.[17] The emphasis of this theory is on the process of learning and the analysis of behaviour, thoughts and feelings.[18] Experiential education occurs where there is involvement of the individual learner, correspondence between the environment in which learning takes place and the actual environment which is being represented and there is learner control over the learning experience.[19]

In teaching students to perform skills, experiential learning is necessary if new abilities to perform are required.[20] In learning skills such as legal research skills, we learn by doing.[21] The experiential nature of the learning philosophy necessarily exposes students to a range of technologies.[22]

Efforts in fostering generic skills are closely allied to efforts to promote deep learning in higher education.[23] As such, students must not be only the passive recipients of knowledge but must be actively engaged in the process of learning.[24] The aim of higher education is to create educated persons, that is, persons with a basic level of knowledge who knows how to learn. Learning to learn involves becoming an information seeker, who can think critically and who has the ability to use the tools of inquiry.[25] This is vitally important for students when learning legal research skills.

Haughey and Anderson state the learning principles most related to networked learning are: how important is active involvement; how can I meet learners' needs and learning styles; what is the value of participation; why is it essential to have support for learners; and what is the value of a variety of learning experiences?[26] In a discussion of the latter principle, they note that by facilitating contact with others in the learning experience, students are able to link what they learn with the ways that the information is used in the workplace.[27] They go on to quote Wiggins (1993), a researcher in active learning, who identifies the following characteristics where personal experience and learning is linked: a focus on problems where learners must construct knowledge to achieve; tasks similar to real-world activities are included; resources to those used by professional are accessed; and problems requiring a range of knowledge, judgment and skills are used.[28] Clearly this applies to learning legal research skills.

Use of technology in teaching legal research

Teaching the use of technology
Teaching legal research skills necessarily today involves instruction in the use of technology. This ranges from the use of modems and other forms of hardware, Internet browsers, to the use of individual databases. Legal research students are introduced to methods of searching full-text databases, such as AustLII and LBC databases, as well as bibliographic databases, such as the Austrom databases. Students also need to learn how to refine and save their search results.

Using technology to teach
Suggested guidelines for online teaching are:

• pedagogical - be clear, flexible, simple
• social - create a friendly, social environment in which learning is promoted
• managerial - setting the agenda and managing interaction with strong leadership and direction
• technical - make the technology transparent so learner can concentrate on task at hand.[29]

There are many methods that can be employed in online teaching, such as seminars, learning partnerships and dyads, small peer learning groups, team presentations, simulations or role-play.[30] Problem solving is the basis of these in learning legal research.

Interaction and contact in online learning can be achieved by computer conferencing, which can be described as encompassing a full range of human-to-human computer mediated interactions.[31] As such, it refers to e-mail, bulletin boards and can be either synchronous or asynchronous. Online cafes can provide a venue for more informal interaction between students. Students should be made aware of the appropriate Netiquette in these communications.

In online teaching, the role of the instructor changes from being a teacher in front of a classroom to a facilitator whose role is to guide and support the learning process.[32]

Design of online units covers both the look and the feel of the lesson. When designing for 'look', have a clear visual idea of the look of the project and remember that details matter. When designing for 'feel', keep it simple, keep control as the user is not always right, map the learning domain, provide help, timely and appropriate feedback and allow for escape.[33] To ensure a quality product, there must be quality in content, instructional design, media production, delivery and student support.[34] Also greater investment is needed at the design stage, and greater attention should be paid to the theoretical framework in terms of which the design process is understood.[35] It is important to remember that the medium is not the message; in other words, technology should not drive the content.[36]

Advantages and disadvantages in the use of technology in teaching

The advantages and disadvantages of CBL have been well documented[37] and are summarised below. However many of these issues related to early learning packages which were dependent on linear structures and primitive multiple choice questions Another way of describing this process is networked learning where learners and instructors use computers to exchange information and access resources as part of a learning endeavour.[38]

Advantages from the use of technology include:

• distance education students can interact with their teacher and other students, rather than studying alone, while still studying in a setting that is independent of time and place
• students must interact with the computer in order to learn
• with use of hypertext links, learners have freedom to explore different paths through the materials
• teletutorials give learners a sense of immediacy, involvement and contact
• technology offers a sheltered space and unlimited patience
• cost of hardware and software is falling
• communications infrastructure is maturing
• students expect the use of technology, often have some background and experience in technology and expect that technology will be part of both what and how they learn.
• allowance is made for different styles of learning
• matches rapid expansion of technology both in the workplace and at home
• enhances students confidence in dealing with other forms of electronic communications
• variety allows for students who respond better to aural information and pictorial representations (diagrammatic and tabular) of legal knowledge
• meets employers' requirements
• increased computer literacy
• the use of audio demonstrates good legal oral communication skills, including the pronunciation of technical legal terms
• e-mail requires the use of written speech, allows time for student reflection as well as the ability to e-mail an afterthought
• increased quality in distance education
• saves in costs of staff travelling for workshops and face-to-face tutorials
• computers can administer activities, record results and maintain complete records
• excitement
• the use of hypertext is appropriate since many lawyers' activities, such as browsing and seeking relevant case and statutory information, are essentially hypertext activities, as they follow 'paths' from one document to another

In relation to learning legal research skills, it has been noted that using multi-modal delivery in teaching legal skills can assist students in developing their own strategies for dealing with changes in the legal research process.[39] Also, in a University of New Mexico clinical legal program, it was noted that by making extensive use of technology students can learn substantive law, improve their computer literacy, acquire important lawyering skills and gain insights into the legal system.[40]

Disadvantages can include:

• difficulty in gaining reliable access to networked computers
• learning curves can be very steep and there is a need for considerable initial support
• access to technical support is crucial and may not always be sufficient
• students may not know the use of telecommunications and Internet browsers
• social context clues, such as body language, are missing
• cost of acquiring and maintaining hardware can be prohibitive
• development of software is expensive
• development of course materials is expensive in terms of staff time
• lack of infrastructure
• hardware can fail and software can have bugs
• students have varying degrees of computer literacy
• the arcade effect, where students treat activities as a game rather than serious study
• computers lack ability to pass judgment on student queries
• computers are dehumanising
• there is a reduction in interaction
• hacking and data corruption
• creation of an information poor underclass
• transmission rate of computers are far higher that any data rate of telecommunication carriers
• lack of multimedia production expertise in universities
• need for training for academics
• with the use of large conference groups, correspondence can build to a level where it is difficult to maintain the focus of the discussion
• Internet sites can change at an amazing rate
• the structure of branching programmes, as opposed to linear, is so intricate that their cost becomes prohibitive
• some students are so keen to follow hypertext links that they become 'lost in hyperspace'
• many rural areas of Australia have only obtained automatic telephone dialing in the last few years and do not have local calls, or indeed, local Internet Service Providers, which leaves inexperienced users paying for extended long distance phone bills.
• the requirement that all students own computers raises questions of equity and access. A university using particular technologies might be the antithesis of empathy and contribute to less access and success in higher education.

The Southern Cross University experience

Externalisation of units from the Law School began in 1995. Today approximately 65% of the Law School's students are studying externally. In the last two years the distribution of students enrolled in Legal Research and Writing was:

Legal Research and Writing is a first year first semester unit for the above courses. The objectives state that at the conclusion of this unit, students will:

• be familiar with legal research methods, tools and techniques
• be familiar with computers and their use in legal research
• be able to find the relevant law quickly and efficiently
• have carried out research into a particular legal problem or issue and have written up their results of that research
• be able to apply their legal research results to solve legal problems
• be familiar with using 'plain' legal language to draft legal documents clearly, concisely and correctly.

The structure and content has been modified regularly over the past four years to improve the quality of teaching and to stay in line with the increase of legal materials available, both those offered publicly over the Internet and those offered by the SCU library. By 1996 the library had made available most of its electronic indexes and databases to DE students, although LBC Information Services and Butterworths databases (or infobases) were not. By 1997 LBC had agreed to their databases being available over the Web, although somewhat limited in form and regulated by the use of usernames and passwords for appropriate law students. The Library now subscribes to a limited number of Butterworths online products but access for remote students is still problematic. Library and academic staff are currently trialing products now being delivered from the LBC site.

Despite the modification of Legal Research and Writing, the underlying content remains the same. Students are introduced to Australian law generally and manual and computerised research methods. Students are introduced to the secondary sources of law and learn their use in finding the primary sources or other information that may be relevant to their research. When learning how to research case law, students learn not only how to find case law, but also the look and structure of cases and how to apply the doctrine of precedent. Similarly with researching legislation, apart from locating and updating legislation, students learn how legislation is made, how it appears and how to apply the rules of statutory interpretation.

Between 1995 and 1997 this unit was offered to students in print mode. Regular contact with the instructor was both by phone and by e-mail. Two-day workshops were held in Lismore and Sydney, with one day each devoted to manual and to computerised research. These workshops were considered highly successful by both staff and students, with the affective and psychomotor objectives realised. The majority of students reported increased confidence in the research skills, but all parties suffered from 'overload'.

By the beginning of 1998, a website had been developed for delivery of this Module, which was offered in conjunction with the print-based delivery. Workshops were still offered to all DE students. In effect, the Web-based delivery was little more than an electronic Study Guide, but the primary aim was to evaluate this mode of delivery in discussions with students at workshops. Many students reported their enjoyment of this mode of delivery, but much of that was due to the 'buzz' factor of learning online. Students in the past had expressed their frustration in connecting to SCU and other databases, so included were extensive activities using these databases which students accessed by clicking on hypertext links. A hypertext link provided instant feedback on these activities. Very few students used these activities at all! As has been noted, a problem identified with computer aided activities is their lack of integration in to the assessment regime. Unless students can see the benefit of using the activities to improve the performance in formal assessment items, then it is unlikely they will make use of them.[41]

On a more positive note, students were pleased with the speed of access to the Web site. Each individual Web page of the unit was restricted to a screen or screen and a half and used few and simple graphics. A fully hypertext-linked Table of Contents allowed students to access all parts of the Study Guide when and how often they wished. From each Web page, students were able to go back to that Table of Contents, seek online help or contact the Unit Assessor or Resident Tutors. e-mail discussion lists were also set up by the Unit Assessor. All parts of the Study Guide were also linked to each other where relevant.

Paralegal online project[42]

The aim of the project is to deliver courses by way of a flexible online method. A large number of our distance education students are already working full-time and would like the freedom to complete the course at their own pace over the full year, rather than for 30 weeks of the years. Included in the objectives of the Project are to: provide an online course; to enable students to study anywhere, anytime and at any pace; improve the quality of the teaching and learning process; and improve the ability of distance education students to interact with peers and staff.

The project is a School of Law and Justice project and is funded jointly by the School and by a University Innovation and Development Funding grant. The project team involves academics, administrative staff and students from the School, members of TiLT (Technology in Learning and Teaching), library staff and an Internet consultant. An incremental approach has been chosen for this project. Incrementalism is about experimenting with a range of technologies over time and then settling on combinations that yield maximum educational value for students.[43]

The first stage of the project is to offer two units, one of which is Legal Research and Writing, in February 1999 to a pilot group of students. This stage also involves the establishment of the necessary technical infrastructure, a survey of students to establish software and hardware requirements, the training of relevant staff in web delivery and the establishment of marketing procedures. Stages 2-4 involve the development of the remaining law units, so that all units will be offered in this mode by February 2001.

Web CD is a hybrid system that uses CD ROMs for the storage of static information and the Web for dynamic exchange between people and searchable resources.[44]

The pedagogy will remain problem based learning, with students involved in small work groups to enhance interactivity. The assessment also remains based on problem solving and it will be the method that is assessed, not the students' ability to provide a correct answer. As many of the DE students already work in law firms, the latter choice could be an easy but unproductive outcome for them. The content will be structured, with a text that is the main resource. The online product will provide a non-linear guide through the unit, as well as providing activities and ongoing feedback.

Concerns regarding the supporting infrastructure relate mainly to IT issues and student administration. IT issues relate to the development of a web-based support structure for students, the provision of the necessary tools students will require and the provision of 24 hour a day 7 day a week phone support for students. It is expected that these issues will be resolved by the beginning of Semester 1 next year. Student administration are implementing an online administration service in 1999, however it will not be ready for the first stage of the project and students therefore will not receive the full online experience.

The pilot is about to finish and students will be surveyed on all aspects of this mode of learning. Plans are in place to offer further law units for next semester. The immediate challenge for staff is to learn from the pilots and put in place improved support structures, change management and communication strategies across the University and to facilitate the development and delivery process. [45]

Library's role in online learning

Information literacy
It is the Library's aim to make students as self sufficient as possible in their information seeking endeavours. If resources are accessible from anywhere and at anytime we need to provide "in your face" online help that is readily accessible, in context, and convenient.[46]
Online tutorials have been designed to aid remote learners in the use of different databases. Various online documentation is provided explaining how to use search engines, access online document supply and other key services. More needs to be done to make the experience for web based learners relevant and rewarding. This could include interactive video and audio technologies for an interacting with reference staff.
Face-to-face training is still offered to distance learners in centres from the Gold Coast to Sydney however this will decrease as the Library develops its online information literacy program.

Provision of online resources and services
The Library has been closely associated with providing network access to electronic databases for some years in support of distance education students. Adopting a strategy of making available all resources where possible for remote access has placed us in a favourable position to support current online learning endeavours.
Some 2200 full-text journals are accessible online as well as many indexing and abstracting databases. Legal information is delivered via the Library's law web server which has a number of LBC products and links to AustLii and other publicly available internet resources.
Web-based forms are available to request documents and books, ask for literature searches and reference help and suggestion box. Links have been made directly to full-text articles to be included in courseware and other resources such as exam papers have also been made available.
The Library is accessible for distance students via e-mail, 1800 freecall and fax. Investigations are under way to extend reference telephone support perhaps on a 24 hour 7 days a week basis.

Information and knowledge management
The Library will be playing a key role in managing copyright and intellectual property matters and taking on archival responsibilities. It is proposed that the University acquire a knowledge management system to assist with the storage and retrieval of all objects created in online courseware development.
Associated with this are the specialist information management and professional skills Librarians bring to the web based learning environment. This includes the management of links to relevant internet resources, evaluating online content, ensuring equity of access, negotiating licence agreements, pursuing consortium and collaborative agreements, and metadata management.

Challenges for libraries

• Delivering a service that is of equal value to that provided to oncampus clients
• Increased emphasis on full content availability
• Licensing and access arrangements with vendors
• Copyright
• Maintaining service help desks
• Information literacy over the web
• Authentication
• Out-of-hours reference support

Conclusion

It has been suggested that the information superhighway with its unparalleled opportunity for gathering and disseminating information, together with developments in courseware, will redefine the concept of a law school and alter the current method legal education.[45] This is not a surprising idea, as all developments, technological or otherwise, redefine our lives on a daily basis. Legal education has constantly changed over the years and it is hoped that it will always do so. Whether those changes are beneficial depends on the evaluation of them.

Legal research is already heavily dependent on computers for access to extensive electronic sources,[46] and quality education in this area must be reliant on the use of technology both as content and as medium. For future legal practitioners and paraprofessionals, the access to legal information by those without legal training will have far-reaching implications.[47]

Librarians are key components in the collaborative approach to online teaching and learning. Past experiences in delivering networked electronic resources, the promotion of life long learning through information literacy training and the specialist knowledge and skills librarians possess, places the profession in a strategic position in the burgeoning online education industry.

Biographical sketches

Beth Finch (LLB) is an associate lecturer in the School of Law and Justice at Southern Cross University where she lectures in Legal Research and Writing, Information Technology and the Law, Securities Markets Regulation and Business Law. She is a member of the University's Online Project Board and is currently completing her LLM at QUT. In a previous existence, Beth was the library manager for two of Australia's largest law firms, where she had a strong commitment to both legal research and technology.

Des Stewart BA (Lib. Sci.) AALIA is library services manager at Southern Cross University and is responsible for all client programs of that Library. In his previous position as network services librarian he developed the Library's online law website which trialed and subsequently delivered commercial legal publishers' information via the WWW to off-campus students.

End notes

1 Hutchinson, Terry, "Taking up the Discourse: Theory or Praxis", (1995) 11 QUTJ 33
2 Le Brun, Marlene and Johnstone, Richard, The Quiet Revolution: Improving Student Learning in Law, The Law Book Company, Sydney, 1994, p 169.
3 Law Council of Australia, Submission to the Australian Law Reform Commission: Review of the Adversarial System of Litigation. Issues Paper 21: Rethinking Legal Education and Training, July 1998, p 22.
4 Keyes, Mary E and Whincop, Michael J, "The Moot Reconsidered: Some Theory and Evidence on Legal Skills", (1997) 8 Legal Education Review 1, p 13
5 Stuhmcke, Anita et al, "The Sydney Legal Profession and legal Education: a Survey", in ALTA, Virtual Law School: a Practical Reality?, 2-5 October 1997, p 359, Martin, Fiona, "The Integration of Legal Skills into the Curriculum of the Undergraduate Law Degree: The Queensland University of Technology Perspective", (1995) 13 JPLE 45
6 Perry, Mark, "Creating Cyberlawyers?", (Sep 1997) NZLJ 309, p 310
7 Field, L, Skilling Australia, a Handbook for Trainers and TAFE Teachers, Longman Cheshire, Melbourne, 1990, p 24
8 id, p 32
9 Monahan, Geoff and Mowbray, Andrew, "The Virtual Law School: Legal Education in Cyberspace" (1997) 71 Reform 16
10 Field, already cited, No 7, p 34
11 Taylor, Scott A, "Computer and Internet Applications in a Clinical Law Program at the University of New Mexico", (1995) 6 JLIS 35
12 Clark, Eugene, "Report: Australian Legal Education a Decade after the Pearce Report: A Review of McInnis, C and Marginson, S, Australian Law Schools after the 1987 Pearce Report, AGPS, Canberra 1994, 503 pgs including appendices, $24.95", (1997) 8 Legal Education Review 212, p 232.
13 Goldring, John, "Coping with the Virtual Campus: Some Hints and Opportunities for Legal Education?" (1995) 6 Legal Education Review 91, p105
14 id, p 92
15 Fernhout, F et al, "Obligato: a Client Interviewing Simulation Computer Program", (1987) 5 JPLE 161
16 An action theory is a theory as to what actions are needed to achieve a desired consequence in a given situation. (Maughan, p 20).
17 Maughan, Caroline and Webb, Julian, Lawyering Skills and the Legal Process, Butterworths, London, 1995, Ch 2, "Learning to Live in the Swamp" in Queensland University of Technology, Legal Education: LWN047 Reading Materials, Brisbane, QUT, 1998.
18 id, p 30.
19 Boud, D, "Problem Based Learning in Perspective" in Problem Based Learning in the Profession, in Queensland University of Technology, Legal Education: LWN047 Reading Materials, Brisbane, QUT, 1998, p 16.
20 Kift, already cited No 21, p 56 (Quoting Gold, 1993)
21 Nield, Sarah, "Computer Assisted Learning Coming of Age", (1997) 15 JPLE 31, p 41
22 Thompson, Diane J and Holt, Dale M, "Tertiary Pedagogy Encounters the Technological Imperative", (1996) 17 Distance Education 335, p 349
23 Morgan, Chris et al, "Learning Strategies for Distance Learners: Do They Help?" (1998) 19 Distance Education 142, p 143
24 Gibson, Brian, " 'Multimedia Drives Education Future', 'Electronic Classroom Education's Reality', 'Superhighway - Make or Break Education?', 'Internet - School of the Future' ", (1994) 5 JLIS 267, p 270
25 Deitweiler, Richard A, "Issues for the 1990's: While Waiting for the Revolution there was a Coup D'etat" in Cause '94 in Australasia, La Trobe University Library, Bundoora, 1994, p 76.
26 Haughey, Margaret and Anderson, Terry, Networked Learning: The Pedagogy of the Internet, Cheneliere/McGraw-Hill, Montreal, 1998, p 89.
27 id, p 90
28 ibid
29 Berge, Zane L, The Role of the Online Instructor/Facilitator, 1996, http://jan.ucc.nau.edu/~mpc3/moderate/teach_online.html
30 O'Reilly, Meg and Morgan, Chris, The Professional Doctorate of WebCD, 1998, http://www.scu.edu.au/services/tl/dba_tute/1first_page.html
31 Collins, Mauri, Facilitating Interaction in Computer Mediated Online Courses, 1996, http://star.ucc.nau.edu/~mauri/moderate/flcc.html
32 ibid
33 Buckingham, Donna, "CAL as Vapourware - Creating a Teaching Script", (1996) 7 JLIS 7, p 15-18
34 Bates, A W, "The Impact of Technological Change on Open and Distance Learning" (1997) 18 Distance Education 93, p 104
35 Inglis, Alistair, "Promises, Promises...", (1995) 6 JLIS 19, p 33
36 Buckingham, already cited No 33, p 12
37 Nield, already cited No 29, Collins, already cited, No 68, Thompson, already cited No 30, Perry, already cited No 7, Buckingham, already cited No 70, Hutchinson, already cited No 60, Colbran, Stephen, "Multimedia Teaching and the Law - Perspective and Future Applications in Law Schools", (1995) 6 JLIS 164, Inglis, already cited No 72, Caladine, R, Case Study: Flexible Teaching and Learning at Deakin University's Bachelor of Laws Program, n.d., http://www2.deakin.edu.au/dcad/Staff/dholt/, Egri, Peter, "Computer Assisted Learning, Legal Expert Systems and Practical Legal Training" (1990) 8 JPLE 1, "Leading the World in Legal Teaching" (1994) 29 Australian Lawyer 26, Mazzarol, Tim, "Long Distance Teaching: The Impact of Offshore Programs and Information Technology on Academic Work", (1997) 40 Australian Universities' Review 20, Lawrence-Slater, Michael, "The Internet: Is it a Viable medium in the Further Education of Legal Professionals?" (1995) 27 Computers and Law 1, Tyree, Alan L and Rawson, Shirley, "Cost-Effective Computer Assisted Learning" (1993) 4 JLIS 155, Allen, Thomas and Robinson, William, "The Future of Computer Assisted Learning in Law", (1992) 3 JLIS 274, Taylor, Scott A, "Teaching a Law Seminar over the Internet" (1996) 7 JLIS 41, Davison, T, "Distance Learning and Information Technology: Problems and Solutions in Balancing Caring, Access and Success for Students", (1996) 17 Distance Education 145, Bates, already cited No 71, Holt, Dale M and Thompson, Diane J, "Responding to the Technological Imperative: the Experience of an Open and Distance Education Institution", (1995) 16 Distance Education 43, Jones, Peter and Snell, Rick, "Trials and Tribulations of Developing Computer Assisted Learning in a Small Law School", (1994) 5 JLIS 57, Park, Heather and McGregor-Lowndes, Myles, "A Computer Aided Strategy for Teaching Corporate Law", (1992) 2 AJCorpL 128, Gibson, already cited No 37, Haughey, already cited No 43, Clark, E et al, "The Role of Information Technology (IT) in University Teaching", (1995) 6 JLIS 131, p 159
38 Haughey, already cited No 43, p 3
39 Hutchinson, already cited p 17
40 Taylor, already cited, No 11, p 48
41 Mason, Rosalind, "Where Does Computer Aided Learning Fit in the Tertiary Education Equation?", (1996) 7 JLIS 105, p 111
42 This information is reproduced from School of Law and Justice Paralegal Online Project Plan, 13 August 1988, with the kind permission of Liz Bartlett, Project Manager.
43 Holt, already cited No 74, p 56
44 O'Reilly, already cited No 67
45 Sawkins, Sue and Archer, Frank "Design for Online: Making use of the Internet to enhance students' learning environment" in "Doing IT Right - 'People and Technology'" Proceedings of the 1999 EDUCAUSE in Australasia Conference, Sydney, 18-21 April 1999.
46 Lipow, Anne G "Serving the Remote User: reference service in the digital environment" Information Online and On Disc 99: Strategies for the Next Millenium Proceedings of Ninth Australasian Online and On Disc Convention and Exhibition. Information Science Section, Australian Library and Information Association. Canberra, 1999.
47 Colbran, already cited No 37
48 Nield, already cited No 37, p 43
49 Perry, already cited No 6, p 309

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