Effective Online Discussion Forums as a Legal Learning Space

Abstract

E-learning is popular in institutions of higher education. There are many forms of e-learning. Academics post module handbooks, lecture notes, PowerPoint presentations, seminar questions, past examination questions, current coursework questions on module websites. Some have links to journal articles, chapters of books etc. placed on module websites, after copyright clearance has been obtained. Universities may have an e-library with various legal and other databases containing primary sources such as law reports and secondary sources such as journal articles. The various online sources of information are very useful to students, as they can do the learning at home, without having to attend classes (where they are unable to do so owing to various reasons) or physically go to the library to access hard copy law reports and journals. However, accessing sources of information in an online environment and reading content relevant to the learning topic is isolated learning. Studies have shown that more effective learning takes place in collaborative learning environments through discussion with other students and with tutors. In recognition of learning through group discussion, on ground seminars are organised. However, low attendance at on ground seminars is an increasing problem. Even when students attend, many of them have not done the reading necessary to effectively participate in the discussion. Their object in attending the seminar is to listen to the tutor and the few students who have done the required reading and contribute to the discussion. It is questionable whether for most students on ground seminars are an effective form of learning. In this paper I argue that a more effective form of learning is an online discussion forum. The research methodology is theoretical (based on a literature review) and empirical. I teach in an asynchronous text-based online learning environment with students and instructors from all over the world. The students and instructors can access the discussion forum at a time convenient to them. In contrast, in on ground teaching environments, students are required to attend and participate in the learning environment according to a timetable designed by the institution. The paper will first present a literature review on online discussion forums to lay down a theoretical framework, outlining the benefits and disadvantages of an online discussion forum and the requirements for creating an effective online discussion forum. Thereafter empirical evidence will be presented from the work done by the author in an online and on ground learning environment. In addition to classroom observations by the author, student perception of the learning environments will be evaluated by means of an end of module questionnaire, with quantitative and qualitative analysis by the author. The outcome that this paper hopes to achieve is to improve online discussion forums that currently exist in institutions which use such forums as a learning method and encourage academics in on-ground institutions to adopt blended learning (a mixture of face-to-face and online learning). The essential requirements for an effective online discussion forum will be set out.