Inquiry-based hybrid learning for first-year law students: a case study on generic skills, self-efficacy and sense of belonging

Abstract

This study explores the development of law students’ generic skills in inquiry-based learning, as well as the interrelations between generic skills, self-efficacy beliefs and sense of belonging. The article also examines the association between students’ mode of attendance and their experiences, comparing those studying law onsite and online. The data (N=64) were collected through a survey from a hybrid first-year law course in the University of Eastern Finland Law School, and analysed using factor analysis and qualitative content analysis. Students’ scores on learning generic skills, self-efficacy beliefs and sense of belonging were high. All generic skills studied – critical thinking, collaboration, communication, and self-regulation – correlated positively to each other. Students participating in teaching onsite had higher scores on sense of belonging compared to the online students. Students’ experiences of learning generic skills or self-efficacy beliefs did not differ by their mode of attendance. Several aspects of inquiry-based learning were considered useful for developing generic skills, including teamwork, research-oriented activities and interaction. The results imply that inquiry-based learning is an effective way to support law students’ generic skills, already during first-year studies. With careful pedagogical implementation, the learning experience may be positive even for online students. However, their sense of belonging requires specific attention.