Paralegal Students' and Paralegal Instructors' Perceptions of Synchronous and Asynchronous Online Paralegal Course Effectiveness: A Comparative Study

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To 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. 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 … continued below

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x, 120 pages

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Farmer, Shelley Kristine December 2018.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by the UNT Libraries to the UNT Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 222 times. More information about this dissertation can be viewed below.

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  • Farmer, Shelley Kristine

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To 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. 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. Statistically significant relationships existed between paralegal instructors' perceptions of effective synchronous online paralegal course and the number of courses taught by the paralegal instructor. Lastly, this study provided practical applicability and opportunities for future research.

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Thumbnail image of item number 1 in: 'Paralegal Students' and Paralegal Instructors' Perceptions of Synchronous and Asynchronous Online Paralegal Course Effectiveness: A Comparative Study'.
Thumbnail image of item number 2 in: 'Paralegal Students' and Paralegal Instructors' Perceptions of Synchronous and Asynchronous Online Paralegal Course Effectiveness: A Comparative Study'.
Thumbnail image of item number 3 in: 'Paralegal Students' and Paralegal Instructors' Perceptions of Synchronous and Asynchronous Online Paralegal Course Effectiveness: A Comparative Study'.
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Farmer, Shelley Kristine. Paralegal Students' and Paralegal Instructors' Perceptions of Synchronous and Asynchronous Online Paralegal Course Effectiveness: A Comparative Study, dissertation, December 2018; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc1404629/: accessed April 27, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .

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