Literaturnachweis - Detailanzeige
| Autor/inn/en | McFaul, Hugh; FitzGerald, Elizabeth |
|---|---|
| Titel | Supporting Access to Justice through Volunteer Training: An Evaluation of an Open Educational Resource |
| Quelle | In: Journal of Interactive Media in Education, 2021 (2021) 1, Artikel 5 (14 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (McFaul, Hugh) ORCID (FitzGerald, Elizabeth) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1365-893X |
| Schlagwörter | Foreign Countries; Volunteers; Open Educational Resources; Training; Legal Aid; Program Effectiveness; Justice; Open Universities; Family Violence; Crime; Student Attitudes; Online Courses; United Kingdom (England); United Kingdom (Wales) |
| Abstract | Declining levels of state provision of free legal advice and representation have led to increased demand for support from legal charities. This study evaluates a co-designed Open Educational Resource providing education and training for support workers volunteering for the UK legal charity Support Through Court. Addressing issues of domestic abuse and related civil law procedures, the resource was primarily designed to meet the training needs of Support Through Court volunteers, but was also aimed to be of use to those dealing with similar issues in related organisations, as well as interested members of the public. This study demonstrates the public engagement potential of co-designed education resources as a form of collaborative enquiry, providing a means for co-created knowledge beneficial to both the university and civil society. An analysis of interviews with key stakeholders has shown different impacts at micro, meso and macro levels. It concludes by offering new avenues for further research into pathways for universities to support access to justice. (As Provided). |
| Anmerkungen | Institute of Educational Technology, The Open University. Walton Hall, Milton Keynes, MK7 6AA, UK. e-mail: jime@open.ac.uk; Web site: http://jime.open.ac.uk |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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