Introduction
Online learning has become increasingly prevalent in higher education, particularly in fields like Law, where self-paced modules offer flexibility for students balancing studies with other commitments. This essay explores the role of students in online courses, drawing on my personal experience as a Law student undertaking a self-paced module on contract law. It discusses key responsibilities such as self-motivation and time management, supported by academic literature, and suggests ways students can co-create active learning environments. By examining these elements, the essay highlights how student engagement can enhance online educational outcomes, arguably making it essential for success in digital learning contexts (Picciano, 2017).
Main Responsibilities of Students in Online Modules
Students in online modules bear significant responsibilities that differ from traditional classroom settings, primarily due to the lack of direct supervision. One key duty is self-motivation, as online courses, especially self-paced ones, require learners to initiate and sustain their progress without external prompts. In my experience with a self-paced contract law module, I had to set personal goals to review case studies like Carlill v Carbolic Smoke Ball Co [1893] without lecturer reminders, which sometimes led to procrastination. Literature supports this, noting that self-regulated learning is crucial; for instance, Broadbent and Poon (2015) argue that strategies like goal-setting and self-evaluation predict success in online environments, though they acknowledge limitations in highly autonomous settings where external support is minimal.
Another responsibility is effective time management. Online modules demand that students allocate time wisely amidst distractions, such as work or family. During my module, I struggled initially with juggling readings on implied terms in contracts while managing part-time employment, but creating a weekly schedule helped. Research by Hart (2012) emphasises this, finding that students who employ time management techniques, such as prioritising tasks, exhibit higher persistence rates in online programs. However, Hart also points out that not all students possess these skills innately, suggesting a need for institutional guidance, which was somewhat lacking in my case.
Furthermore, active participation in digital interactions forms a core responsibility. Even in self-paced formats, students must engage with forums or peer discussions to deepen understanding. In my Law module, contributing to online discussions on tort law precedents enhanced my analytical skills, aligning with Salmon’s (2013) five-stage model of e-moderation, which posits that students progress from access to socialisation and knowledge construction through active involvement. This model, while effective, has limitations in purely self-paced courses where interaction is optional, potentially leading to isolation.
Ways Students Can Co-Create an Active Learning Environment
Students can actively co-create vibrant learning environments in online modules by fostering collaboration and resource-sharing. One approach is initiating peer-led study groups via platforms like Zoom or discussion boards. For example, in my contract law module, I organised informal virtual meetups to debate cases such as Donoghue v Stevenson [1932], which transformed passive learning into interactive dialogue. Academic sources like Conrad and Donaldson (2011) advocate for such “engaged learning” activities, where students design group tasks, thereby building community and motivation. Indeed, this co-creation can address the isolation often reported in online settings.
Additionally, students can contribute by sharing supplementary resources, such as annotated case summaries or external articles, enriching the module’s content. I did this by uploading notes on EU law influences on UK contracts post-Brexit, which sparked further discussions. Literature from Picciano (2017) supports this, highlighting how learner-generated content promotes active environments, though he notes challenges like ensuring accuracy in shared materials. Therefore, students should verify sources to maintain quality.
Finally, providing constructive feedback through module evaluations or peer reviews can help refine the learning experience. In my experience, suggesting more interactive quizzes led to minor platform adjustments, echoing Broadbent and Poon’s (2015) findings on the role of feedback in self-regulated learning.
Conclusion
In summary, students in online modules, particularly in Law, hold responsibilities like self-motivation, time management, and active participation, as reflected in my self-paced experience and supported by literature such as Broadbent and Poon (2015) and Salmon (2013). By co-creating through peer groups, resource-sharing, and feedback, students can foster active environments, enhancing outcomes. However, limitations in self-paced formats underscore the need for balanced institutional support. Ultimately, embracing these roles can empower students to thrive in online legal education, with implications for broader digital learning efficacy.
References
- Broadbent, J. and Poon, W.L. (2015) Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, pp.1-13.
- Conrad, R.M. and Donaldson, J.A. (2011) Engaging the online learner: Activities and resources for creative instruction. Jossey-Bass.
- Hart, C. (2012) Factors associated with student persistence in an online program of study: A review of the literature. Journal of Interactive Online Learning, 11(1), pp.19-42.
- Picciano, A.G. (2017) Theories and frameworks for online education: Seeking an integrated model. Online Learning, 21(3), pp.166-190.
- Salmon, G. (2013) E-tivities: The key to active online learning. 2nd edn. Routledge.
