Gallup and AccessLex Institute Release Part 2 of Study on Law Student Perspectives on Remote Learning


The report shows that student opinions of the quality of in-person and online programs have improved.

WASHINGTON, May 18, 2022 /PRNewswire/ — A new report released today by Gallup and AccessLex Institute, Faculty of Law during a pandemic 2nd year, found that the gaps in program quality that law students believed existed between online and in-person instruction have narrowed significantly since 2021, when 76% of students who take courses primarily or entirely in-person have rated their program as excellent or good compared to 51% of those taking only half of their courses online. In 2022, 78% of students who had returned to mostly in-person classes rated their program as excellent or good – but 73% of those who were hybrid and 72% of those who remained mostly or completely online. Additionally, students in hybrid arrangements were much more likely in 2022 (53%) than in 2021 (33%) to agree that their JD program was “worth the cost,” which closely follows the percentage of students who take all or most of their courses. in person who said the same thing.

Prior to March 2020, only six law schools even offered a hybrid JD program and no ABA-accredited law school offered a fully online program, and then suddenly almost every school did. But what did that mean for the law school experience? To find out, in the spring of 2021, AccessLex and Gallup teamed up to survey law students to get their perceptions of remote learning during the COVID-19 pandemic. It is perhaps unsurprising that most of the students who participated had a somewhat negative overall view of their experience. It was not what they had signed and it took the form of an emergency measure.

In 2022, AccessLex and Gallup re-surveyed 820 of the students who took part in this first survey to see how their recent experiences and opinions of online JD courses may have changed from their initial feelings about the transition to learning at distance now that most have returned indoors. classes of people. And, the results show more favorable impressions as their online courses are now more likely to be executed strategically as opposed to impromptu offers. Along with improved attitudes toward program quality, the percentage of students in 2022 who agreed that their professors used teaching methods that engaged them had increased since the 2021 study, regardless of delivery mode. ‘education. In 2021, 51% of students whose classes remained mostly or completely in-person agreed with this statement, compared to 45% of those who were evenly split between in-person and online classes and 48% of those who were mostly or completely online. In 2022, 60% of those whose classes were entirely or mostly in-person agreed that their professors used teaching methods that engaged them, as did 57% of students in hybrid arrangements and 56% of those who stayed mostly. or completely online.

“It is heartening to see the uptick in positive responses to so many aspects of distance learning that are already common practice in legal education,” said Stephanie Marcen, executive director of educational research at Gallup. “For a transition that has been imposed without warning on law schools and their students, there is undeniable reason to believe that well-thought-out online options are more of an opportunity than a threat to the experience and proposition of value of law school.”

The 2022 survey also included several new questions assessing how much students felt the online format itself had influenced their class participation. Students were more likely to agree that they felt “emotionally drained” after online classes (63%) than in person (48%), and students were much less likely to feel able to “fully participate” in online classes (48%) than in in-person classes (84%). These results highlight the importance of finding strategies to foster student engagement in distance learning situations.

“While the 820 students surveyed for the 2021 and 2022 studies represent only a small sample of law students and cannot be generalized, the changes in their perceptions from year to year are illuminating and helpful” , said Tiffane Cochran, vice president of research at the AccessLex Institute. “They demonstrate the potential of what law schools can accomplish when given enough time to adapt, prepare, and set reasonable expectations when revamping physical experiences for the virtual environment. This is to be applauded. and will hopefully foster the continued study and evolution of the ways in which legal education is delivered.”

Read the report here.

About Gallup
Gallup provides analysis and advice to help leaders and organizations solve their most pressing problems. Combining more than 80 years of experience with its global reach, Gallup knows more about the attitudes and behaviors of employees, customers, students and citizens than any other organization in the world.

About the AccessLex Institute:
AccessLex Institute is a non-profit organization committed to helping talented and motivated students find their path from aspiring lawyer to accomplished professional. In partnership with its nearly 200 member law schools, improving access to and positively impacting legal education has been central to the Society’s mission since 1983. AccessLex Institute is headquartered in West Chester, Pennsylvania. Learn more about AccessLex.org.

CONTACT: Julie Solomon, [email protected]

SOURCE AccessLex Institute

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