By Atty. Anfred P. Panes
It has been more than a year since we took a hiatus on face-to-face classroom interaction. Where are we at present? Since the very first nationwide lockdown in March 2020, there was somewhat an abrupt development in the way we educate, at least to most of us. For some students, this may be a summer break. But for educators, this is yet another season of strategizing pedagogical instruments to effectively teach the students with this new online modality.
We recognize the concomitant challenges of learning in relative isolation. It could be lonely – something that we do not dismiss in the paradigm of mental health in the process of learning. Students often lack motivation due to virtual dynamics of interacting with peers and teachers as well as with the technical difficulties with the teaching tools. Dealing with such inevitability, the safety of students, teachers, and their families is the utmost priority as we continue the process of learning the law.
Independent learners might find this advantageous but students are not all at equal wavelengths. The struggles and levels of tolerance and ability to comprehend the subject matters are diverse – mostly due to socio-economic and technological factors.
Nevertheless, the legal education must go on. The availability of online learning at least proves an advantage on the flexibility and accessibility of the platform. The various methods of learning – lecture-based, recitation-discussion, Socratic method, and the likes are still facilitated by this modality which still substantially, and to some extent, equally stimulate the on-site discussion. The administration of examination is aligned with effective learning management system with time constraint to stimulate the academic pressure of letting the students apply what they have retained in the course of disquisition.
Albeit this may be deemed the new normal in legal education, teachers are equally at the forefront of devising efficacious means to deliver the knowledge and skills the best way possible. The communication bandwidth and virtual processors are not hindrances. Rather, they are the facilitators of revolutionary education when put into right context. However, we feel for those who are at a disadvantage. I daresay law school is an education of the privileged. Our task is to make it more accessible to all regardless of status and limitations.
The study of the interlocking features of law and jurisprudence, its modifications and amendments, is not a walk in the park. It must be tailored for clarity. Educators are expected to weave it in such fashion that the most understandable fiber is delivered to the learners. Thus, the online modality of the legal education is neither boon nor bane. To say it is the former is too privileged. To say it is the latter is too pessimist. However, it is the status quo we have to live with. We are much fortunate to at least continue with the process of educating the learners of the law. Amidst the challenges, padayon kita!
The author is the founding partner of A.P Law and a Professorial Lecturer of USA College of Law
