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Wednesday, September 12, 2018

Insights on Online Teaching

Despite the trend towards increasing online offerings for law students, research reveals few articles that assess teaching and learning in asynchronous courses in the law school environment.   

My colleague Yvonne Dutton and I have sought to fill in this void with a multi-year study that assesses the quality of asynchronous online teaching and learning in the law school context using student perception data in the form of 1) focus groups and 2) coded mid-semester surveys from several online courses.

We share the results in a forthcoming Denver Law Review article.  Our data gathered from students who have taken online courses at IU McKinney supports a conclusion that students not only want more online offerings, but that online classes can deliver the same quality learning experience as can quality live classes.

Specifically, our data reveal several key findings.  First, students appreciate an online course that is organized in the way it presents material and assignments.  Second, students equate a quality online course with one that engages students with course content—for example, through short, but interesting and focused lectures.  Third, students associate quality online courses with those that involve regular assessment (especially practice-ready assignments) and professor feedback.

Feel free to read the details and nuances of our findings here.

Posted by Margaret Ryznar on September 12, 2018 at 11:30 AM | Permalink

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