Abstract
Today’s law student enters law school as a digital native, constantly “plugged in” and accessing information at a moment’s notice, often during class time itself. Yet scholars agree that these students are entering law school with weaker reading and reasoning skills than prior generations, due in large part to the way students multitask through life. This article aims to address the problems caused by the intersection of these two issues by applying cognitive learning theory to the law school environment. Part One examines the characteristics of our current students by describing their skills and learning styles upon arriving at law school. Part Two examines cognitive learning theory insofar as it can inform our teaching andragogy: specifically, how do today’s students learn, how can we help our students learn better, and what effect does their multitasking have on learning? The final section suggests ways for students and educators to better translate the information offered in class into knowledge. Ultimately, this article suggests teaching students about metacognition and effective study techniques while also encouraging professors to design and plan their courses by adopting cognitive learning theories and using more visual aids, visual exercises, and assessments to help students better learn the material.
First Page
163
Recommended Citation
Shailini J. George,
Teaching the Smartphone Generation: How Cognitive Science Can Improve Learning in Law School,
66
Me. L. Rev.
163
(2013).
Available at:
https://digitalcommons.mainelaw.maine.edu/mlr/vol66/iss1/5