Online And Distance Learning (ODL) and Hybrid Learning in the Post-COVID-19 Era: A Qualitative Exploration of Effects and Challenges on Law Students

Abstract

The rapid expansion of Online and Distance Learning (ODL) and hybrid learning after COVID-19 has changed the delivery of higher education, including legal education. This article provides a concise qualitative exploration of the effects and challenges of ODL and hybrid learning among undergraduate law students in Malaysia. Using the Community of Inquiry (CoI) framework, the discussion focuses on cognitive presence, social presence, and teaching presence as key elements for sustaining legal reasoning, engagement, and academic resilience in digital and blended environments. The article adopts a descriptive qualitative and cross-sectional approach based on student-oriented reflections and selected pedagogical literature. The revision clarifies that the findings should be interpreted as contextual insights rather than causal or statistically generalisable results. It further acknowledges the need to include faculty members, administrators, and legal practitioners in future studies, and recommends mixed-method, longitudinal, and comparative research to measure outcomes such as performance, retention, advocacy skills, and professional readiness.