The document discusses using online scenario-based learning modules to assist non-English speaking background students studying Corporations Law. It notes that different learning styles between countries can cause difficulties for international students and suggests using online modules featuring scenarios and representations of students to help explain complex legal concepts and materials in more accessible ways. References are provided on principles of English language development, challenges international students face, and effective design of online learning environments.

1. Using online scenario-based learning modules to assist NESB students studying Corporations Law.

2. 62 different countries are represented at the University of New England.

3. AUQA Good Practice Principles (2008) (http://www.deewr.gov.au/HigherEducation/Publications/Pages/GoodPracticePrinciples.aspx) Principle Six - Development of English language proficiency is integrated with curriculum design, assessment practices and course delivery through a variety of methods. Unpacking academic requirements: international students in Management and Education disciplines (2007) http://www.informaworld.com/smpp/611901014-60834963/content~db=all~content=a795272970~frm=titlelink A study looking at the difficulties and solutions international students experienced when struggling to interpret different disciplinary requirements. Lecturer communication in a multicultural higher education context (2007) http://www.isana.org.au/cross-cultural-communication/lecturer-communication-in-a-multicultural-higher-education-context.html The aim of this exploratory study was to examine the ways in which lecturers communicate in the classroom to consider factors affecting student comprehension of lecture content .

6. Online scenario-based learning is situated in a real context and is based on the idea that knowledge cannot be known and fully understood independent of its context. Kindley, Randall W (2002), Scenario- Based E-Learning: A Step Beyond Traditional E-Learning, Retrieved 30/11/2010 .

7. Module One

13. “ Because it’s too long and I’m not patient to finish it.” Images of students are only representations of audio.

14. Module Two

15. “ Because in China the most focus is on how the teacher teaches the students but here it is focused on reflect ”. “ The courts decision is really hard to understand, said really formal or informal, whatever, we can’t understand . . .” “ Maybe we need someone to help us paragraph the legislation and the case book . . .” “ In Business Law they summarise all the sentences into PowerPoint or something so it’s much easier. . . ” “ I’m wondering whether maybe there is someone or the lecturer can help us to rearrange the words, I mean, in very normal ways . . .” Images of students are only representations of audio.

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17. Educational Psychologist, 42 (2), 99–107 Hyland, K. (1999). Academic Attribution: Citation and the Construction of Disciplinary Knowledge. Applied linguistics, 2 (3), 341-367. Hyland, K. (2004). Disciplinary Discourses: Social Interaction in Academic Writing . Ann Arbor: University of Michigan Press. Iedema, R. (1993). ‘Legal English: Subject-specific literacy and genre theory’, Australian Review of Applied Linguistics , 16(2), 86-122. Kirschner, P. A., Sweller, J., and Clark, R. E. (2006) Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist 41 (2) 75-86 Kvale, S. 1996. Interviews : an introduction to qualitative research interviewing . Thousand Oaks, CA: Sage. Marton, F., D. Hounsell, and N. J. Entwistle. Editors. 2005. The experience of learning: Implications for teaching and studying in higher education , 3rd (Internet) edition. Edinburgh: University of Edinburgh, Centre for Teaching, Learning and Assessment. Mayer, J. H. F. and Land, R. (eds). (2006) Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge, Abingdon, Oxon.: Routledge. Merrill, M.D. (2007) A Task-Centered Instructional Strategy. "Journal of Research on Technology in Education, 40" (1), 33-50. North, S. (2005a). "Different values, different skills? A comparison of essay writing by students from arts and science backgrounds". Studies in Higher Education, 30 (5), 517-533. North, S. (2005b). "Disciplinary variation in the use of theme in undergraduate essays". Applied Linguistics, 26 (3), 431-452. Ramsden, P. 2003. Learning to teach in higher education , 2 nd ed. London: Routledge/Falmer. Richards, L. 2005. Handling qualitative data: a practical guide . London: Sage. Savin-Baden, M. & Major, C. H. 2004. Foundations of problem-based learning . New York: Society for Research into Higher Education & Open University Press. Savin-Baden, M. 2008. A practical guide to problem-based learning online. London, Routledge. Sweller, J., Van Merrienboer, J., & Paas, F. (1998). "Cognitive architecture and instructional design". Educational Psychology Review 10: 251–296. Trigwell, K., and S. Shale. 2004. Student learning and the scholarship of university teaching. Studies in Higher Education 29(4):523-536. Wenger, E. 1998. Communities of practice: learning, meaning and identity . Cambridge: Cambridge University Press.

18. Finding Common Ground: enhancing interaction between domestic and international students - A unique set of resources for academics teaching in universities. ALTC-funded project led by the CSHE, University of Melbourne, in collaboration with RMIT University and Victoria University. The project sought to provide support for staff involved in the teaching of international students. http://www.cshe.unimelb.edu.au/research/projectsites/enhancing_interact.html Email:blandrig@une.edu.au Twitter:@stuffy65 Skype name:stuffy65

19. “ Because in China the most focus is on how the teacher teaches the students but here it is focused on reflect ”. “ The courts decision is really hard to understand, said really formal or informal, whatever, we can’t understand . . .” “ Maybe we need someone to help us paragraph the legislation and the case book . . .” “ In Business Law they summarise all the sentences into PowerPoint or something so it’s much easier. . . ” “ I’m wondering whether maybe there is someone or the lecturer can help us to rearrange the words, I mean, in very normal ways . . .” Images of students are only representations of audio.