The trial of an audience response system to facilitate problem-based learning in legal education

This chapter provides a case study of how an associate lecturer in the School of Law at the Queensland University of Technology (QUT) used an ARS (ARS) in a lecture for a second year core undergraduate law subject to facilitate problem based learning. It recognizes the positive student response to the use of an ARS and the main benefits, for example, to actively engage students in the learning process, facilitate formative assessment where the students develop initiative and peer relationships, and to provide timely and worthwhile feedback. The chapter also identifies some of the problems that the author faced in the trial and provides some suggested solutions and recommendations. The author hopes to encourage other lecturers to take advantage of an ARS to enhance student learning and identifies some future ARS research opportunities