| Abstract: | Online legal education has the potential to address a global audience. But little attention has been paid so far to the question of how teaching methods developed in one jurisdiction interact with the substantive law of another legal system. This paper challenges the assumption of the independence of substantive law and law teaching on the basis of a comparative evaluation of online law tutorials in Scotland and Germany. It concludes that the transplanting legal education, as transplanting substantive law, can have unpredictable consequences. |
