Are UK law students satisfied with how teaching is delivered?
Yes. Student comments show broadly positive tone about how teaching is delivered, but law students still push for greater assessment clarity and parity for part-time learners. Across the National Student Survey (NSS), delivery of teaching attracts 60.2% positive comments, a sector lens on structure, pacing and interaction that providers can directly influence. Within law, students describe delivery as net positive (+12.9) while marking criteria pull sentiment down (−46.7). The gap between full-time (+27.3) and part-time (+7.2) learners on delivery shapes the practical moves outlined below.
How can lectures engage law students without monotony?
Lectures that foreground application and interaction lift engagement and help students process dense material. Students value staff expertise, but they notice when sessions settle into a single register. Institutions respond by using real-world examples, short formative checks, worked examples and moments for peer discussion. These approaches reduce cognitive load, promote critical analysis and align with wider sector practice to share micro‑exemplars of strong delivery and use light‑touch peer observations to spread effective habits. Structuring sessions with signposted takeaways and “what to do next” steps improves retention and supports students who need to revisit content.
What is the impact of online learning for law students?
Virtual delivery expands access to resources and enables flexible participation, but interaction can dip without careful design. Law students ask for high‑quality recordings, timely release of materials, and asynchronous access to assessment briefings. Staff use forums, virtual office hours and interactive quizzes to keep momentum. Programmes that chunk longer sessions and provide concise summaries help students who juggle work or caring responsibilities. The focus remains on technical quality and accessible materials so that online provision supports, rather than substitutes for, structured engagement.
Where does teaching quality vary, and how should programmes respond?
Variation across modules undermines the learning arc. Programme teams mitigate this by standardising slide structure and terminology, agreeing a simple delivery rubric (structure, clarity, pacing, interaction) and running brief peer observations. Quick pulse checks after teaching blocks, reviewed termly, keep attention on where delivery improves or slips by mode and age. Active use of student voice enables teams to share practices that work and to intervene where sessions drift from agreed norms.
Why prioritise practical learning elements in law?
Mooting, workshops and case-based exercises translate theory into practice and build confidence in core legal skills. Students consistently report that these activities help them connect doctrine to real problems. Embedding practical elements within modules, not just as extras, supports progression and professional readiness. Frequent low‑stakes practice—short moots, document drafting drills, applied case analysis—provides feedback loops without overloading assessment.
Are learning resources doing the job for law students?
Students tend to rate libraries and wider learning resources well when access and signposting are strong. Law schools maintain up‑to‑date texts and digital collections while curating clear pathways to databases and commentary. Staff who refresh online materials in line with legal change and integrate interactive tools—quizzes, worked exemplars, narrated walkthroughs—help students focus on analysis rather than wayfinding.
What forms of support make the biggest difference?
Visible, timely and consistent support matters as workload intensifies. Students respond well to proactive personal tutor check‑ins, named contacts for queries, and clear response expectations. Alongside academic mentoring, mental health workshops and counselling services reduce stress around heavy reading loads and high‑stakes assessments. Guidance on time management, exam technique and reading strategies strengthens independence without leaving students to navigate alone.
What should law schools do next?
Prioritise assessment clarity: publish annotated exemplars, checklist‑style rubrics mapped to learning outcomes, and calibrate markers to reduce variance with predictable turnaround times. Close the part‑time delivery gap through parity of materials—quality recordings, structured slides, and accessible briefings. Standardise core delivery features across modules and share short exemplars of effective sessions. Use quick pulse checks to track shifts by mode and age, and adapt timetabling and communication practices to avoid late changes that erode confidence. Keep practical elements substantive within modules so students can apply knowledge routinely, not occasionally.
How Student Voice Analytics helps you
Student Voice Analytics turns open‑text NSS feedback into clear, prioritised actions for delivery and law. It measures topics and sentiment over time, with drill‑downs from provider to school and cohort. You can compare like for like across subject families and demographics (mode, age, domicile, ethnicity), segment by campus and year, and run concise, anonymised summaries for programme teams and boards. The platform helps you evidence improvement on delivery, assessment clarity and support—then export results for rapid decision‑making.
Request a walkthrough
Book a Student Voice Analytics demo
See all-comment coverage, sector benchmarks, and governance packs designed for OfS quality and NSS requirements.
- All-comment coverage with HE-tuned taxonomy and sentiment.
- Versioned outputs with TEF-ready governance packs.
- Benchmarks and BI-ready exports for boards and Senate.
More posts on delivery of teaching:
- What does student feedback say about delivering teaching in business and management?
- What improves delivery of teaching in sport and exercise sciences?
- What do social work students need from teaching delivery?
- What are Nutrition and Dietetics students saying about delivery of teaching?