Key challenges and opportunities around wellbeing for distance learning students: the online law school experience

Abstract

The wellbeing of students in higher education generally, and law students, in particular, has become an area of increasing concern in recent years. Despite the growing interest in the area, empirical work on the wellbeing of distance learning law students remains sparse. This paper builds on previous studies around wellbeing in higher education, especially in relation to law schools, by reporting on the findings of a series of focus groups conducted with distance learning law students at The Open University. Its aim was to explore participants' perceptions of how studying law had impacted their wellbeing. Its findings indicate that participants viewed the online distance-learning nature of their studies as having the most significant impact on their wellbeing, generating a range of practical and psycho-social implications. Although issues specific to the law as a discipline were raised, it appeared to be the mode of delivery, not the subject content, that was of primary relevance. This exploratory study is particularly salient at this time when law schools across the globe have been forced to perform an 'online pivot', with many now also considering expanding their long-term online offerings. The paper concludes by considering the ways in which the results of this study could usefully inform future wellbeing initiatives within online legal education.

Taking the plunge, juggling acts, and friendly fire

“…All participants struggled balancing different life roles in conjunction with their studies (Jones et al, 2021).…”

“…Some students reported enhanced motivation to succeed however, because their personal circumstances directly supported their studies (Wayne et al, 2007;Samra et al, 2021). Although distance students are empowered by their studies, they struggle to reconcile their social identities and interpersonal commitments with feeling guilty about how they allocate their time (Jones et al, 2021).…”

Assessing the Benefits of Online Learning in Higher Education and its Impact on Law Students

“…al., students' perception on this subject respond to different levels of interest the educational institutions have put on the matter, because, even if there has been an increased interest in the wellbeing of online learning and how it impacts students in the recent years, it is necessary to further explore how different perceptions are given in regards to study law in an online context. Findings show that students viewed online learning in law school very impactful in the practice of the learning process, as well as having an impact at a social level; and although online learning had many practical solutions given to them, law students seemed particularly preoccupied by the delivery of said learning [16].…”

Human-Social Robot Online Co-Tutoring Enhances Students’ Learning & Engagement: Interaction Guidelines

“…The most widely used roles among others between collaborative tutors are the separation of tutors between mentor and assistant and the team teaching, where both tutors equally share responsibilities, teach and support students (Ullom & Guler, 2023, Chizhik & Brandon, 2020 Although co-teaching seems to be the solution for enhancing online students' experience and engagement, it is not always possible to have two collaborative tutors or professors. Tutors are currently encountering significant difficulties in terms of managing their time (Olivo, 2021) and fulfilling various responsibilities, not only towards their students (Jones et al, 2023) but also in relation to their institutions, research projects, and administrative tasks. Occasionally, due to the constraints of their maximum work hour limit, it becomes impossible to meet all of these obligations.…”