Paralegal students’ and paralegal instructors’ perceptions of synchronous and asynchronous online paralegal course effectiveness: A comparative study

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dc.contributor.authorFarmer, Kristine
dc.contributor.authorAllen, Jeff
dc.contributor.authorKhader, Malak
dc.contributor.authorZimmerman, Tara
dc.contributor.authorJohnstone, Peter
dc.creator.orcidhttps://orcid.org/0000-0001-7605-9429
dc.date.accessioned2023-03-22T19:30:39Z
dc.date.available2023-03-22T19:30:39Z
dc.date.issued2021
dc.description.abstractTo improve online learning pedagogy within the field of paralegal education, this study investigated how paralegal students and paralegal instructors perceived the effectiveness of synchronous and asynchronous online paralegal courses. This study intended to inform paralegal instructors and course developers how to better design, deliver, and evaluate effective online course instruction in the field of paralegal studies. Survey results were analyzed using independent samples t-test and correlational analysis, and indicated that overall, paralegal students and paralegal instructors positively perceived synchronous and asynchronous online paralegal courses. Paralegal instructors reported statistically significant higher perceptions than paralegal students: (1) of instructional design and course content in synchronous online paralegal courses; and (2) of technical assistance, communication, and course content in asynchronous online paralegal courses. Instructors also reported higher perceptions of the effectiveness of universal design, online instructional design, and course content in synchronous online paralegal courses than in asynchronous online paralegal courses. Paralegal students reported higher perceptions of asynchronous online paralegal course effectiveness regarding universal design than paralegal instructors. No statistically significant differences existed between paralegal students’ perceptions of the effectiveness of synchronous and asynchronous online paralegal courses. A strong, negative relationship existed between paralegal students’ age and their perceptions of effective synchronous paralegal courses, which were statistically and practically significant. Lastly, this study provided practicalapplicability and opportunities for future research.en_US
dc.identifier.citationThis is a published version of an article that is available at https://doi.org/10.29103/ijevs.v3i1.31231. Recommended citation: Farmer, K., Allen, J., Khader, M., Zimmerman, T., & Johnstone, P. (2021). Paralegal students’ and paralegal instructors’ perceptions of synchronous and asynchronous online paralegal course effectiveness: A comparative study. International Journal for Educational and Vocational Studies, 3(1), 1. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.en_US
dc.identifier.urihttps://hdl.handle.net/11274/14712
dc.identifier.urihttps://www.researchgate.net/publication/350600767_Paralegal_Students'_and_Paralegal_Instructors'_Perceptions_of_Synchronous_and_Asynchronous_Online_Paralegal_Course_Effectiveness_A_Comparative_Study
dc.language.isoen_USen_US
dc.publisherUniversitas Malikussalehen_US
dc.rights.licenseCC BY-SA 4.0
dc.subjectParalegal studiesen_US
dc.subjectSynchronousen_US
dc.subjectAsynchronousen_US
dc.subjectOnline learningen_US
dc.subjectRemote learningen_US
dc.subjectDistance learningen_US
dc.subjectCourse effectivenessen_US
dc.titleParalegal students’ and paralegal instructors’ perceptions of synchronous and asynchronous online paralegal course effectiveness: A comparative studyen_US
dc.typeArticleen_US

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