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Victoria VanZandt: My name is Victoria VanZandt, and I'm presenting my study "'Thinking like lawyers' in the online environment: Students' and faculty members' perceptions of using the Socratic method in an online JD course."

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Victoria VanZandt: submitted as my dissertation for my degree of a PhD in educational leadership.

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Victoria VanZandt: The issues of the recent adoption of online legal education and the traditional stance of legal education with the reliance on the Socratic method.

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Victoria VanZandt: make many question whether legal educators can continue to train students to think like lawyers in the online environment.

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Victoria VanZandt: To address this issue engaged in a mixed method phenomenological case study exploring the perceptions of faculty members and traditional first semester law students regarding the use of the Socratic method in an online JD course.

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Victoria VanZandt: The study use the community of inquiry framework as a lens through which to assess the students perceptions of the course.

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Victoria VanZandt: The study involved the community of inquiry survey interviews with students and faculty members involved in the course and observations of the Socratic method in the synchronous zoom sessions and the use of a simulated Socratic dialogue in the asynchronous modules and, of course.

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Victoria VanZandt: The research questions that guided my study are listed on the slide and focused on what participants thought about the Socratic method in the course how the use of the Socratic method in the course impacted the students learning.

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Victoria VanZandt: and to what extent that impact could be explained by the Community of inquiry framework and any differences perceived between the synchronous and asynchronous use of this press.

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Victoria VanZandt: The findings were supported by the research concerning online learning in the Socratic method.

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Victoria VanZandt: And added insights into this group of traditional first semester law students who began their legal education online due to the coven 19 pandemic.

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Victoria VanZandt: Specifically results from the study demonstrate that the Socratic method continues to be the expected pedagogy and law school doctrinal classes by both faculty and students.

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Victoria VanZandt: That the Socratic method employed in the synchronous zoom sessions were similar to the traditional Socratic method used into.

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Victoria VanZandt: face to face classes with its inherent benefits, specifically the development of critical thinking skills and with its drawbacks.

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Victoria VanZandt: That the asynchronous use of the Socratic method address some of those drawbacks, specifically the lack of engagement by requiring all students to participate, but there were still some weaknesses noted.

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Victoria VanZandt: And that the Community of inquiry framework supported the findings regarding the impact of the Socratic method in the zoom sessions on the students learning.

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Victoria VanZandt: I shown in the chart on this slide the students perceived a high cognitive presence which can be tied to positive perceptions regarding critical thinking.

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Victoria VanZandt: The students proceed a lower social presence which could be explained by the anxiety engendered by the use of the Socratic method.

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Victoria VanZandt: And that there were mixed results regarding the teaching presence which would align with a lack of feedback in a Socratic dialogue, as well as mixed engagement levels.

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Victoria VanZandt: I would like to thank my dissertation committee specifically Dr Charles Russo who was my committee chair and Dr Mary Ziskin Dr Larry Smith, as well as Jeff Schmitt in the law school, thank you very much.