Easy Does It: Examining First-Year Law Student Impressions of the Online Resources They Use Most Often

2011 ◽  
Author(s):  
Lisa D. Kinzer
Keyword(s):  
Online Resources ◽  
First Year ◽  
Law Student

Learners’ preferences for online resources, activities, and communication tools: A comparative study of Turkey and Kyrgyzstan

2020 ◽  
Vol 17 (2) ◽  
pp. 148-166 ◽  
Author(s):  
Gülgün Afacan Adanır ◽  
Gulshat Muhametjanova ◽  
Mehmet Ali Çelikbağ ◽  
Asan Omuraliev ◽  
Rita İsmailova
Keyword(s):  
Mixed Methods Research ◽  
Online Courses ◽  
Online Resources ◽  
First Year ◽  
Communication Tool ◽  
Communication Tools ◽  
Online Resource ◽  
E Learning ◽  
Social Media Tools ◽  
Study Participants

The progresses in technology lead to advances in e-learning as well as lead to increase in number of learners participating in e-learning courses. Richness of online resources, activities, and communication tools presented in online courses can be one of the factors that influence learners’ attendance to e-learning. In this regard, the initial purpose of this study was to identify online resource, activity and communication tool preferences of learners studying in two public universities: one located in Turkey and one located in Kyrgyzstan. At the second stage, comparison of Turkish and Kyrgyz learners’ preferences was carried out to explore differences in two countries. The participants are first-year undergraduate learners enrolled in first-year courses in the online environment. The total number of participants is 370, which involves 185 Turkish learners and 185 Kyrgyz learners. In the context of this study, participants’ submissions to the questionnaire were collected as quantitative data; while participants’ opinions toward online resources, activities, and communication tools were obtained as qualitative data. Thus, the study was designed as a mixed methods research that quantitative and qualitative methods were applied for the data analysis. The results demonstrated that Turkish learners perceive communication tools, online exams, and text-based course notes to be the most useful for e-learning, whereas perceive online group activities and wiki pages as not useful enough. On the other hand, Kyrgyz learners perceive interactive materials, online exams, and social media tools to be the most useful for e-learning, whereas perceive online chats and pages as not useful enough. The participants’ opinions cover important points for the improvement of current online materials. In addition, learners from Turkey and Kyrgyzstan showed both similarities and differences in terms of their preferences toward online resources, activities, and communication tools, which are explained through this paper.

scholarly journals Sprawa Asterblumowej. Lustro polsko-żydowskich podziałów i rozczarowań końca lat trzydziestych XX wieku

2020 ◽  
pp. 139-167
Author(s):  
Sandra Tomczak
Keyword(s):  
Public Opinion ◽  
Religious Faith ◽  
First Year ◽  
The Public ◽  
The Right ◽  
Law Student ◽  
The University

Asterblumowa’s case: some reflections on Polish-Jewish divisions and disappointments of the late 1930s Cywja Asterblumowa was a first-year law student at the University of Warsaw when during one of many antisemitic riots in 1936 she was beaten and accused of insulting the Polish nation. In the trial, the judge and the prosecutor, taking into consideration her religious faith, refused her the right to feel Polish. The author of the article presents not only Asterblumowa’s case—from her enrolling in the university to being imprisoned—but above all, concentrates on the reactions of the public opinion in which the discussion centered on the Polishness and Jewishness as well as the truth and the usurpation. In Asterblumowa’s case and the discussion surrounding it, all the divisions, prejudices, stereotypes, fierceness, disappointment and resignation, which the late 1930s brought upon the Polish-Jewish relations, are clearly visible.

scholarly journals FOREWORD: WHAT DOES CHRISTIANITY OFFER TO THE WORLD OF LAW?

2017 ◽  
Vol 32 (1) ◽  
pp. 4-8
Author(s):  
John Witte
Keyword(s):  
Special Interest Groups ◽  
First Year ◽  
Study Guides ◽  
Legal Studies ◽  
The World ◽  
The Law ◽  
Upper Level ◽  
Law Student ◽  
Law Professors ◽  
Analytical Power

“CLS” was an acronym with two very different meanings when I was a fledgling law student some thirty-five years ago. For most, it meant “critical legal studies,” a burgeoning new movement of sundry neo-Marxist jurists and philosophers collectively bent on exposing the fallacies and false equalities of modern law. Many of my first-year law professors were the high priests of this CLS movement. They were making serious waves at the time with their denunciation of much that was considered sound and settled in the law. The best CLS professors taught black letter doctrine—and then shredded it with rhetorical and analytical power. That instruction appealed to my native ethic of semper reformanda—always reforming and working to improve our traditions. Other professors simply taught their pet critical topics, sending us students scrambling to the bookstore in search of study guides that would acquaint us with the legal basics. After a year of such CLS instruction, I could not wait to take the upper-level electives that would no doubt unveil the new and better legal system CLS had in mind. Little was on offer. The “crits,” I soon learned, were better at deconstruction than reconstruction of the law. Not surprisingly, this movement has now faded and fractured into sundry special interest groups.

scholarly journals MSU MEDICAL COLLEGES BLENDED LEARNING FOR FIRST YEAR SCIENCE COURSES: UNITING PEDAGOGY TO MAXIMIZE EXPERIENCE AND REAL WORLD LIMITATIONS

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Kathryn Lovell
Keyword(s):  
New Technology ◽  
Learning Experiences ◽  
Online Communication ◽  
Gross Anatomy ◽  
Online Resources ◽  
First Year ◽  
Learning Approaches ◽  
Science Courses ◽  
Effective Manner ◽  
College Of Osteopathic Medicine

At Michigan State University the two medical schools, College of Human Medicine (CHM; M.D. degree) and College of Osteopathic Medicine (COM; D.O. degree), have offered the same science courses to first year students for many years. Science departments report to both colleges, and the same faculty can effectively teach the content required in the first year of medical school. The faculty have created online resources to maximize student choice and learning approaches. For example, classroom lectures (audio and screen video) are recorded; online homework may contribute to the course grade; virtual microscope software and material for histology laboratory is available online in addition to computer-based laboratory sessions with instructors present; and many practice exams are available online. MSU is expanding to three new campuses during the 2008–2010 period. CHM will open a sister campus in Grand Rapids, while COM will open two branch campuses in southeast Michigan.The goal is to make the learning experiences equivalent for all students at all campuses. Faculty, staff and administrators have met on a regular basis to discuss working toward a NSF CyberInfrastructure model where all basic science learning experiences (with the exception of gross anatomy lab) are available online. These online resources will be coupled with face to face learning as well. Currently, efforts to make course materials available online in the most effective manner are underway. Discussion about how to provide online communication channels is also progressing. Numerous debates have occurred on how best to facilitate student learning in multiple locations using new technology tools, recognizing the goal for students is not only to pass medical board exams but also to acquire life-long learning skills in an ever changing medical and science environment. The authors will share not only processes used, but also perspectives on best approaches and strategies to determine what students find effective.

scholarly journals Law Student Views on the Principles of a Legal Research Website: a User Experience Study

2016 ◽  
Vol 16 (3) ◽  
pp. 187-196 ◽  
Author(s):  
Channarong Intahchomphoo ◽  
Margo Jeske ◽  
Emily Landriault ◽  
Michelle Brown
Keyword(s):  
User Experience ◽  
Interface Design ◽  
Development Planning ◽  
Law Students ◽  
First Year ◽  
Legal Research ◽  
First Year Students ◽  
E Learning ◽  
Law Student ◽  
The University

AbstractThe Principles of Legal Research (PLR) website of the University of Ottawa's Brian Dickson Law Library is a bilingual (English and French) online learning tool for all first year students in both Common Law and Civil Law.1 Law librarians use this e-learning website to facilitate teaching components such as student assignments and assessments. This user experience study aims to investigate law students’ real experience with the system. Their feedback will be used for future development planning as well as analysing user behaviour trends. The authors investigate the following aspects: accuracy of information, interface design, navigation system, Web 2.0, social media, and smartphone version.

scholarly journals Assessing the Impact of Embedding Online Academic and Information Literacy Resources into a First Year Business Course

2015 ◽  
Vol 10 (4) ◽  
pp. 95 ◽  
Author(s):  
Sandy Rae ◽  
Margaret Hunn
Keyword(s):  
Student Success ◽  
Student Satisfaction ◽  
Information Literacy ◽  
Positive Impact ◽  
Business Students ◽  
Online Resources ◽  
First Year ◽  
Literacy Support ◽  
Online Resource ◽  
The Impact

Abstract Objectives – Literature supports the concept that embedding academic and information literacy support into first year university courses enables students to proceed more confidently with researching and writing their assignments, and thus contributes to student success in their course. A need was identified for academic and information literacy support for a cohort of first year business students as part of the development of online course content for Griffith Online, the institution’s online study degree option. This led to a collaboration between information literacy librarians, learning skills advisers, educational designers, and academic course convenors to develop and implement online resources. This paper will present findings on the impact of these online resources. Methods – Drawing on measures and methods identified in ISO16439 “Information and documentation: Methods and procedures for assessing the impact of libraries” (International Organisation for Standardization, 2014), in conjunction with the indicators offered by Lizzio’s (2006) Five Senses of Success framework, evidence was collected and combined from a variety of sources over semester 2, 2014, and semester 1, 2015 to assess the impact of the online resource. Inferred evidence was gathered from usage statistics (number of hits on the sites) and from performance measures (comparing student essay grade between those that did and did not use the resource). Solicited evidence was gathered from a survey of students, students in focus groups, and interviews with course lecturers, tutors and other stakeholders. Results – The inferred evidence showed a positive impact on the student success indicators of the sense of resourcefulness, capability, connection, purpose and identity. The solicited evidence suggests that students saw the online resource in a positive light and that staff were happy with the impact it had on students’ work and learning. It is believed that the gathered evidence indicates the Module did achieve the impact objective of a positive impact on the contribution to student success for these first year business students. Conclusions – The evidence has shown that this resource contributed to student success, and that staff and student satisfaction with the resource contributed to increased confidence with student academic skills and information literacy in respect to their assignment task. Assessing the impact of the online resource on student success has helped to demonstrate the value of the library at Griffith University to the wider community. The four-pronged collaboration relationship required for this approach was fostered with stakeholders outside of the library.

scholarly journals From Black and White to Colour; Educating and Engaging the Screen Addicts of 2011

2011 ◽  
Vol 11 (4) ◽  
pp. 226-232 ◽  
Author(s):  
Emily Allbon
Keyword(s):  
Student Engagement ◽  
Future Development ◽  
Online Resources ◽  
Black And White ◽  
Law Student

AbstractThis article, by Emily Allbon, is based on a presentation given at the BIALL Conference in 2011. She explores the depth of student engagement with online resources and how to handle the information-complacent law student. She discusses the development Learnmore, Lawbore's legal skills wiki, and concludes with thoughts over future development of this resource.

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