Bringing ODR to the legal education mainstream: findings from the field

Genevieve Grant, Esther Lestrell

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

The field of dispute resolution has long been at the forefront of modernising legal education. Continuing this tradition, this chapter presents findings from an evaluation of an exercise introduced into the core law school curriculum at Monash University in Australia. In our compulsory litigation and dispute resolution units, we built an experiential exercise in which students resolved a dispute using both an online dispute resolution (ODR) platform and more traditional face-to-face mediation role-play. Students completed a short survey about their experience of the portal (n=64, response rate 30 per cent) and provided their reflective journals about the exercise for analysis (n=55). Drawing on the findings, we consider the benefits and limitations of this approach for facilitating students’ exposure to ODR. We explore themes including student understanding of ODR’s impacts on dispute processes and outcomes; appropriate conduct in dispute resolution settings; and the challenges of computer-mediated communication. We also identify means by which experiential activities can draw students’ attention to power disparities and access to justice challenges in ODR to develop their critical thinking about the rapid developments in this field.
Original languageEnglish
Title of host publicationModernising Legal Education
EditorsCatrina Denvir
Place of PublicationCambridge UK
PublisherCambridge University Press
Pages92-108
Number of pages17
Edition1st
ISBN (Electronic)9781108663311
ISBN (Print)9781108475754
DOIs
Publication statusPublished - 2020

Keywords

  • Online dispute resolution
  • Legal education

Cite this

Grant, G., & Lestrell, E. (2020). Bringing ODR to the legal education mainstream: findings from the field. In C. Denvir (Ed.), Modernising Legal Education (1st ed., pp. 92-108). Cambridge University Press. https://doi.org/10.1017/9781108663311.007