Virtual teaching and learning: Drawing on our experience and looking ahead

Abstract

Covid-19 has brought challenges as well as opportunities. It was undoubtedly an impetus for numerous pedagogical innovations that would not have emerged but for the unprecedented lockdown and campus closure. During the pandemic, face-to-face classes were suspended and we had to resort to virtual or hybrid alternatives. Teachers explored different features of a number of online software and tools, such as Zoom, Microsoft Teams, Camtasia, Panopto, and they also developed different methods to engage the students virtually. We conducted a pilot study through surveys and focus groups to find out how law students and teachers evaluate the different modes of virtual or hybrid teaching and learning. We seek to draw on this invaluable experience to inform teachers on whether to adopt any online or e-learning features in future learning activities and, if so, how to do so in a systematic and professional way to engage the students. This paper reports on the findings of our pilot study on students’ perceptions of how virtual learning has facilitated their learning of knowledge and skills (including problem-solving, drafting skills) and their interaction with peers and teachers, and whether students think we should continue to adopt online classes or certain online features to supplement face-to-face classes going forward. This pilot study is part of a project funded by The University of Hong Kong’s Teaching Development Grant, which is a project led by a number of distinguished teachers from multiple institutions and students as our partners to evaluate virtual teaching and learning experience across different disciplines.