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The Pedagogy of Online Dialogues: an empirical study of asynchronous discussions at Harvard Law School

This is my “3L paper” submitted in spring 2002 in completion of my J.D. studies at Harvard Law School. Drawing from surveys and textual analysis of discussions happening adjunct to classes at Harvard Law School, I examined how computer-mediated intra-class communications fit within or challenge traditional legal pedagogy. Although the data set is small, I preliminarily conclude that online discussions can either defy or reify existing cultural dynamics within the law school classroom such as unequal gender participation. I provide practical guidelines for how professors can conduct online discussions to encourage better participation; suggest technological improvements to the medium itself; and identify areas for further research.

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