Research on Synchronous Collaborative Learning Model of Legal Education Based on Web3.0

Abstract

Modern technology and shifting corporate demands are driving a rapid evolution in legal education. This study will describe an innovative preliminary investigation that uses state-of-the-art technology to provide an alternative method of instruction in response to the industry's growing demand for graduates with strong technical aptitude along with strong interpersonal and teamwork skills. The exploratory inquiry combines a more traditional methodology with an approach that emphasizes the benefits of online collaboration for student learning as a teaching and assessment tool in order to reimaging a legal unit. Students who completed an online collaborative activity as part of the unit's assessment filled out an online survey to express their thoughts about the online collaborative experience. In order to promote collaborative work and improve learning processes, group work has become a vital instrument. Many academic studies have been written about group dynamics and how they affect both collective and individual performance. This study discusses the experiences of the students after analyzing the data from the online survey to identify recurrent themes. This article creates learning experiences that encourage cooperation and communication within the legal field by utilizing online resources, infrastructure, and learning design processes. Results from this study indicate that students typically establish synchronous groups based on their knowledge levels. Furthermore, students say that one of the main factors in the formation of the groups was working on themes of shared interest.