More Than 80% of Faculty Used Zoom in All of Their Classes in the Past Year
The report gives highly detailed data from 109 faculty at 60 major law schools in the United States about their current experience and future plans for online legal education.
The 74-page study helps its readers to answer questions such as:
- How much time does it take faculty to prepare an online class and what has been the learning curve?
- How often do they consult information technology staff?
- How easy is it for them to integrate information from the library and other sources into their online courses?
- Do they like teaching online?
- Which courses are most and least amenable to online instruction?
- How much online teaching to they plan to do post pandemic?
- How much do they feel that their universities will want them to teach online?
- What pandemic practices should be continued post pandemic?
- What new plans do their law schools have to exploit online education for new program in the near future?
Just a few of this report’s many findings are that:
- Faculty at private college law schools increased their consultations with information technology staff by 187% over the prior, non-pandemic year.
- Faculty at highly ranked law schools were more likely than others to experience problems integrating course content into course management systems
- Female faculty were more eager than male faculty to retain online teaching options.
- Law schools are aggressively developing new programs and approaches to exploit the economic potential of distance legal education.
- More than 80% of faculty used Zoom in all of their classes in the past year.
- Data is broken out by program characteristics such as law school ranking, program enrollment, public and private school status, as well as by personal characteristics of the respondents such as their age, gender and academic title.
Table of Contents
1. The Questionnaire
2. Participants List
3. Characteristics of the Sample
4. Summary of Main Findings
- Use of Zoom in Law School Classes
- Faculty Requests for Info Technology Assistance, Pre-Pandemic
- Faculty Requests for Info Technology Assistance, Post-Pandemic
- Hours Required to Prepare Initial Online Class
- Hours Required to Prepare Subsequent Online Class
- Ease of Integrating Course Content into Course Management System
- Integration of Law Library Materials Into Online Classes
- Perceived Quality of Online Legal Education
- Level of Interest in Post Pandemic Online Teaching
- Law School Plans for Online Teaching
- Classes Most & Least Amenable to Online Teaching
- New Courses and Programs Made Possible with Distance Learning in Legal Education
- Evaluation of Need for and Desirability of Online Education in the Future
- Pandemic-Era Practices that Should be Held Over
List of Tables
Table 1.1 Have you used Zoom in any of your courses over the past year?
Table 1.2 Have you used Zoom in any of your courses over the past year? Broken out by law school ranking
Table 1.3 Have you used Zoom in any of your courses over the past year? Broken out by title of respondent
Table 1.4 Have you used Zoom in any of your courses over the past year? Broken out by age of respondent
Table 1.5 Have you used Zoom in any of your courses over the past year? Broken out by gender of respondent
Table 1.6 Have you used Zoom in any of your courses over the past year? Broken out by law school student enrollment
Table 1.7 Have you used Zoom in any of your courses over the past year? Broken out by public or private status
Table 1.8 Have you used Zoom in any of your courses over the past year? Broken out by number of courses taught in the past semester
Table 2 About how many times in the following periods have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your law school, either in person or by phone, Skype, Zoom, email or other means?
Table 2.1.1 How many times did you seek the assistance of or otherwise interacted with a member of the Information Technology Staff at your law school, either in person or by phone, Skype, Zoom, email or other means in the year prior to the pandemic ending March 1, 2020?
Table 2.1.2 How many times did you seek the assistance of or otherwise interacted with a member of the Information Technology Staff at your law school, either in person or by phone, Skype, Zoom, email or other means from year prior to the pandemic ending March 1, 2020? Broken out by law school ranking
Table 2.1.3 How many times did you seek the assistance of or otherwise interacted with a member of the Information Technology Staff at your law school, either in person or by phone, Skype, Zoom, email or other means from year prior to the pandemic ending March 1, 2020? Broken out by title of respondent
Table 2.1.4 How many times did you seek the assistance of or otherwise interacted with a member of the Information Technology Staff at your law school, either in person or by phone, Skype, Zoom, email or other means from year prior to the pandemic ending March 1, 2020? Broken out by age of respondent
Table 2.1.5 How many times did you seek the assistance of or otherwise interacted with a member of the Information Technology Staff at your law school, either in person or by phone, Skype, Zoom, email or other means from year prior to the pandemic ending March 1, 2020? Broken out by gender of respondent
Table 2.1.6 How many times did you seek the assistance of or otherwise interacted with a member of the Information Technology Staff at your law school, either in person or by phone, Skype, Zoom, email or other means from year prior to the pandemic ending March 1, 2020? Broken out by law school student enrollment
Table 2.1.7 How many times did you seek the assistance of or otherwise interacted with a member of the Information Technology Staff at your law school, either in person or by phone, Skype, Zoom, email or other means from year prior to the pandemic ending March 1, 2020? Broken out by public or private status
Table 2.1.8 How many times did you seek the assistance of or otherwise interacted with a member of the Information Technology Staff at your law school, either in person or by phone, Skype, Zoom, email or other means from year prior to the pandemic ending March 1, 2020? Broken out by number of courses taught in the past semester
Table 2.2.1 How many times did you seek the assistance of or otherwise interacted with a member of the Information Technology Staff at your law school, either in person or by phone, Skype, Zoom, email or other means from March 2020 to March 2021 (During Pandemic)?
Table 2.2.2 How many times did you seek the assistance of or otherwise interacted with a member of the Information Technology Staff at your law school, either in person or by phone, Skype, Zoom, email or other means from March 2020 to March 2021 (During Pandemic)? Broken out by law school ranking
Table 2.2.3 How many times did you seek the assistance of or otherwise interacted with a member of the Information Technology Staff at your law school, either in person or by phone, Skype, Zoom, email or other means from March 2020 to March 2021 (During Pandemic)? Broken out by title of respondent
Table 2.2.4 How many times did you seek the assistance of or otherwise interacted with a member of the Information Technology Staff at your law school, either in person or by phone, Skype, Zoom, email or other means from March 2020 to March 2021 (During Pandemic)? Broken out by age of respondent
Table 2.2.5 How many times did you seek the assistance of or otherwise interacted with a member of the Information Technology Staff at your law school, either in person or by phone, Skype, Zoom, email or other means from March 2020 to March 2021 (During Pandemic)? Broken out by gender of respondent
Table 2.2.6 How many times did you seek the assistance of or otherwise interacted with a member of the Information Technology Staff at your law school, either in person or by phone, Skype, Zoom, email or other means from March 2020 to March 2021 (During Pandemic)? Broken out by law school student enrollment
Table 2.2.7 How many times did you seek the assistance of or otherwise interacted with a member of the Information Technology Staff at your law school, either in person or by phone, Skype, Zoom, email or other means from March 2020 to March 2021 (During Pandemic)? Broken out by public or private status
Table 2.2.8 How many times did you seek the assistance of or otherwise interacted with a member of the Information Technology Staff at your law school, either in person or by phone, Skype, Zoom, email or other means from March 2020 to March 2021 (During Pandemic)? Broken out by number of courses taught in the past semester
Table 3.1 If you taught a course online during the pandemic, how much time in total hours did it take you to prepare this course the first time that you taught it?
Table 3.2 If you taught a course online during the pandemic, how much time in total hours did it take you to prepare this course the first time that you taught it? Broken out by law school ranking
Table 3.3 If you taught a course online during the pandemic, how much time in total hours did it take you to prepare this course the first time that you taught it? Broken out by title of respondent
Table 3.4 If you taught a course online during the pandemic, how much time in total hours did it take you to prepare this course the first time that you taught it? Broken out by age of respondent
Table 3.5 If you taught a course online during the pandemic, how much time in total hours did it take you to prepare this course the first time that you taught it? Broken out by gender of respondent
Table 3.6 If you taught a course online during the pandemic, how much time in total hours did it take you to prepare this course the first time that you taught it? Broken out by law school student enrollment
Table 3.7 If you taught a course online during the pandemic, how much time in total hours did it take you to prepare this course the first time that you taught it? Broken out by public or private status
Table 3.8 If you taught a course online during the pandemic, how much time in total hours did it take you to prepare this course the first time that you taught it? Broken out by number of courses taught in the past semester
Table 4.1 If you taught or soon will teach this predominantly or completely online course a second time, how much time in hours did it or will it take for you to prepare it?
Table 4.2 If you taught or soon will teach this predominantly or completely online course a second time, how much time in hours did it or will it take for you to prepare it? Broken out by law school ranking
Table 4.3 If you taught or soon will teach this predominantly or completely online course a second time, how much time in hours did it or will it take for you to prepare it? Broken out by title of respondent
Table 4.4 If you taught or soon will teach this predominantly or completely online course a second time, how much time in hours did it or will it take for you to prepare it? Broken out by age of respondent
Table 4.5 If you taught or soon will teach this predominantly or completely online course a second time, how much time in hours did it or will it take for you to prepare it? Broken out by gender of respondent
Table 4.6 If you taught or soon will teach this predominantly or completely online course a second time, how much time in hours did it or will it take for you to prepare it? Broken out by law school student enrollment
Table 4.7 If you taught or soon will teach this predominantly or completely online course a second time, how much time in hours did it or will it take for you to prepare it? Broken out by public or private status
Table 4.8 If you taught or soon will teach this predominantly or completely online course a second time, how much time in hours did it or will it take for you to prepare it? Broken out by number of courses taught in the past semester
Table 5.1 In your online classes how easy is it to integrate course content into your course management system or other online system used to serve your students?
Table 5.2 In your online classes how easy is it to integrate course content into your course management system or other online system used to serve your students? Broken out by law school ranking
Table 5.3 In your online classes how easy is it to integrate course content into your course management system or other online system used to serve your students? Broken out by title of respondent
Table 5.4 In your online classes how easy is it to integrate course content into your course management system or other online system used to serve your students? Broken out by age of respondent
Table 5.5 In your online classes how easy is it to integrate course content into your course management system or other online system used to serve your students? Broken out by gender of respondent
Table 5.6 In your online classes how easy is it to integrate course content into your course management system or other online system used to serve your students? Broken out by law school student enrollment
Table 5.7 In your online classes how easy is it to integrate course content into your course management system or other online system used to serve your students? Broken out by public or private status
Table 5.8 In your online classes how easy is it to integrate course content into your course management system or other online system used to serve your students? Broken out by number of courses taught in the past semester
Table 6.1 Have you integrated information available at your academic library into the course management system or other online system for your students?
Table 6.2 Have you integrated information available at your academic library into the course management system or other online system for your students? Broken out by law school ranking
Table 6.3 Have you integrated information available at your academic library into the course management system or other online system for your students? Broken out by title of respondent
Table 6.4 Have you integrated information available at your academic library into the course management system or other online system for your students? Broken out by age of respondent
Table 6.5 Have you integrated information available at your academic library into the course management system or other online system for your students? Broken out by gender of respondent
Table 6.6 Have you integrated information available at your academic library into the course management system or other online system for your students? Broken out by law school student enrollment
Table 6.7 Have you integrated information available at your academic library into the course management system or other online system for your students? Broken out by public or private status
Table 6.8 Have you integrated information available at your academic library into the course management system or other online system for your students? Broken out by number of courses taught in the past semester
Table 7.1 What is the educational quality of the online courses that you have taught relative to in-person courses?
Table 7.2 What is the educational quality of the online courses that you have taught relative to in-person courses? Broken out by law school ranking
Table 7.3 What is the educational quality of the online courses that you have taught relative to in-person courses? Broken out by title of respondent
Table 7.4 What is the educational quality of the online courses that you have taught relative to in-person courses? Broken out by age of respondent
Table 7.5 What is the educational quality of the online courses that you have taught relative to in-person courses? Broken out by gender of respondent
Table 7.6 What is the educational quality of the online courses that you have taught relative to in-person courses? Broken out by law school student enrollment
Table 7.7 What is the educational quality of the online courses that you have taught relative to in-person courses? Broken out by public or private status
Table 7.8 What is the educational quality of the online courses that you have taught relative to in-person courses? Broken out by number of courses taught in the past semester
Table 8.1 Post pandemic what percentage of courses that you teach would you like to teach predominantly online?
Table 8.2 Post pandemic what percentage of courses that you teach would you like to teach predominantly online? Broken out by law school ranking
Table 8.3 Post pandemic what percentage of courses that you teach would you like to teach predominantly online? Broken out by title of respondent
Table 8.4 Post pandemic what percentage of courses that you teach would you like to teach predominantly online? Broken out by age of respondent
Table 8.5 Post pandemic what percentage of courses that you teach would you like to teach predominantly online? Broken out by gender of respondent
Table 8.6 Post pandemic what percentage of courses that you teach would you like to teach predominantly online? Broken out by law school student enrollment
Table 8.7 Post pandemic what percentage of courses that you teach would you like to teach predominantly online? Broken out by public or private status
Table 8.8 Post pandemic what percentage of courses that you teach would you like to teach predominantly online? Broken out by number of courses taught in the past semester
Table 9.1 How would you characterize your law school's plans for post pandemic online teaching?
Table 9.2 How would you characterize your law school's plans for post pandemic online teaching? Broken out by law school ranking
Table 9.3 How would you characterize your law school's plans for post pandemic online teaching? Broken out by title of respondent
Table 9.4 How would you characterize your law school's plans for post pandemic online teaching? Broken out by age of respondent
Table 9.5 How would you characterize your law school's plans for post pandemic online teaching? Broken out by gender of respondent
Table 9.6 How would you characterize your law school's plans for post pandemic online teaching? Broken out by law school student enrollment
Table 9.7 How would you characterize your law school's plans for post pandemic online teaching? Broken out by public or private status
Table 9.8 How would you characterize your law school's plans for post pandemic online teaching? Broken out by number of courses taught in the past semester
Table 10.1 To what extent do you feel that your law school will use online education post pandemic?
Table 10.2 To what extent do you feel that your law school will use online education post pandemic? Broken out by law school ranking
Table 10.3 To what extent do you feel that your law school will use online education post pandemic? Broken out by title of respondent
Table 10.4 To what extent do you feel that your law school will use online education post pandemic? Broken out by age of respondent
Table 10.5 To what extent do you feel that your law school will use online education post pandemic? Broken out by gender of respondent
Table 10.6 To what extent do you feel that your law school will use online education post pandemic? Broken out by law school student enrollment
Table 10.7 To what extent do you feel that your law school will use online education post pandemic? Broken out by public or private status
Table 10.8 To what extent do you feel that your law school will use online education post pandemic? Broken out by number of courses taught in the past semester
Which law school courses are most and least amenable to online teaching? Broken out by law school ranking
What new programs or courses do you think the law school has or may now be able to develop now that faculty is more familiar with distance education? Broken out by law school ranking
Table 11.1 What percentage of law school classes do you feel should remain predominantly online post pandemic?
Table 11.2 What percentage of law school classes do you feel should remain predominantly online post pandemic? Broken out by law school ranking
Table 11.3 What percentage of law school classes do you feel should remain predominantly online post pandemic? Broken out by title of respondent
Table 11.4 What percentage of law school classes do you feel should remain predominantly online post pandemic? Broken out by age of respondent
Table 11.5 What percentage of law school classes do you feel should remain predominantly online post pandemic? Broken out by gender of respondent
Table 11.6 What percentage of law school classes do you feel should remain predominantly online post pandemic? Broken out by law school student enrollment
Table 11.7 What percentage of law school classes do you feel should remain predominantly online post pandemic? Broken out by public or private status
Table 11.8 What percentage of law school classes do you feel should remain predominantly online post pandemic? Broken out by number of courses taught in the past semester
What practices that developed during the pandemic do you feel should be held over and extended post pandemic? Broken out by law school ranking
Samples
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Executive Summary
The Questionnaire
1. Please give us the following contact information:
A. Name
B. Organization
C. Title
D. Email Address
2. You are:
A. Professor
B. Assistant/Associate Professor
C. Lecturer or Research Fellow
D. Adjunct/Clinical Faculty
E. Emeritus
F. Other (please specify)
3. How old are you
A. Under
B. 35-44
C. 45-54
D. 55-65
E. Over
4. Are you male or female?
A. Male
B. Female
5. Your law school has approximately how many students?
6. Is your law school public or private?
A. Public
B. Private
7. In the past semester how many courses did you teach?
A. None
B. One
C. Two
D. More than Two
8. Have you used Zoom in any of your courses over the past year?
A. Yes in all of them
B. Yes in some of them
C. No
9. About how many times in the following periods have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your law school, either in person or by phone, Skype, Zoom, email or other means?
A. Year Prior to the Pandemic Ending March 1
B. March 2020 to March 2021 (During Pandemic)
10. If you taught a course online during the pandemic, how much time in total hours did it take you to prepare this course the first time that you taught it?
11. If you taught or soon will teach this predominantly or completely online course a second time, how much time in hours did it or will it take for you to prepare it?
12. In your online classes how easy is it to integrate course content into your course management system or other online system used to serve your students?
A. Very easy
B. Easy
C. Neither easy nor difficult
D. Difficult
E. Very difficult
13. Have you integrated information available at your academic library into the course management system or other online system for your students?
A. Yes
B. No
C. No but I would like to
14. What is the educational quality of the online courses that you have taught relative to in-person courses?
A. Much better
B. Better
C. About the same
D. Worse
E. Much worse
15. Post pandemic what percentage of courses that you teach would you like to teach predominantly online?
16. How would you characterize your law school's plans for post pandemic online teaching?
A. Eliminate online as much as possible
B. Generally go back to our pre-pandemic practices
C. Not as much as now but more than before
D. Much more than before
E. Not really sure
17. To what extent do you feel that your law school should use online education post pandemic?
A. Less than before the pandemic
B. About as much as before the pandemic
C. More than before the pandemic
D. Much more than before the pandemic
18. Which law school courses are most and least amenable to online teaching?
19. What new programs or courses do you think the law school has or may now be able to develop now that faculty is more familiar with distance education?
20. What percentage of law school classes do you feel should remain predominantly online post pandemic?
21. What practices that developed during the pandemic do you feel should be held over and extended post pandemic?
Sources / Contributors
- ABA accredited law school
- Altreuter Berlin
- American University Law School
- BGR
- Blewett School of Law, University of Montana
- Boston College Law School
- Boston University International Human Rights Clinic
- Boston University School of Law
- Bowman and Brooke LLP
- BU Law School
- BYU Law School
- Carmody Torrance Sandak and Hennessey
- Case Western Reserve University
- Chicago-Kent College of Law
- Columbia Law School
- CWRU School of Law
- Delaware Law School
- Duke School of Law
- Florida International University College of Law
- George Mason University School of Law (Antonin Scalia Law School)
- Georgetown University
- Global Resolutions PLLC
- IIT Chicago-Kent College of Law
- Liberty University School of Law
- LMU Loyola Law School Los Angeles
- Mercer Law
- Mississippi College School of Law
- Northern California Innocence Project
- Notre Dame Law School
- NYU Law School
- Pepperdine University Cardozo School of Law
- Rutgers University Law School
- Santa Clara University
- Seton Hall Law School
- The University of Alabama School of Law
- UC Davis School of Law
- University of Akron
- University of Connecticut School of Law
- University of Florida
- University of Florida Legal Information Center
- University of Louisville Brandeis School of Law
- University of Miami
- University of Minnesota Law School
- University of Missouri–Kansas City School of Law
- University of North Dakota School of Law
- University of Oklahoma College of Law
- University of Oregon School of Law
- University of Pennsylvania Carey Law School
- University of Pittsburgh
- University of Pittsburgh School of Law
- University of San Diego School of Law
- USC Gould School of Law
- UT School of Law
- Villanova School of Law
- Washington and Lee Univ. School of Law
- Widener Commonwealth Law School
- Widener University Delaware Law School
- William S. Boyd School of Law at University of Nevada
Methodology
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