Investigation and Analysis of Deep Learning of Law Courses from the
Perspective of Mixed Teaching
Huali Chen
1 a
and Fei Wang
2 b*
1
School of Law, Guangzhou Xinhua University, Tianhe District, Guangzhou, China
2
School of Management, Guangzhou Xinhua University, Tianhe District, Guangzhou, China
Keywords: Mixed Teaching, Deep Learning, MOOCs, Flipped Classroom, Data Analysis Software.
Abstract: In 2018, the Ministry of Education of the People's Republic of China clearly proposed the "Internet + Law"
teaching model in its Guidelines on Professional Training Plan of Cultivating Outstanding Legal Talents
Who Possess both Moral Integrity and Legal Knowledge, Version 2.0. With the use of excellent MOOCs,
and to reduce the amount of time spent offline on theoretical instruction, the study of judicial documents
was successfully implemented in the Property Law course through the research-learning approach. Through
investigation and analysis by the SPSSAU software, it has been determined that after students utilize mixed
teaching in the course of Property Law, the shallow learning of students is excellent, offline deep learning is
second-best, and online deep learning still needs to be improved. This results has shown that teachers should
provide precise teaching instructions, and timely course feedback. When conditions permit, teachers may
experiment with small class size teaching to actually increase students' deeper learning through mixed
teaching.size teaching to actually increase students' deeper learning through mixed teaching.
a
https://orcid.org/ 0000-0003-3756-7986
b
https://orcid.org/ 0000-0002-5676-2181
1 INTRODUCTION
A case-based approach is traditionally used for
teaching Property Law, as it is a highly practical
subject. The condensed cases lack material variety
and fail to build students' abilities to tackle
complicated problems, let alone allow students to
integrate theory with practice. Consequently, the
study of judicial documents, an essential aspect of
the law, progressively made a comeback to the
realm of legal education. "Only by using the case as
a medium and attentively poring over the judicial
documents can legal scholars comprehend the
specific and genuine difficulties that arise in judicial
practice, conduct specialized discussions, and
provide effective answers" (Xie 2014).
However, a careful reading of judicial
documents would be time-consuming and cannot be
fully implemented in the classroom. "The
constraints of the traditional teaching model gave
rise to the development of online teaching, and the
mixed online and offline teaching model has become
the norm in legal education" (Shu, Dong, 2021).
Rich and varied Internet learning materials provide
effective assurance for students' independent study
and dynamically prolong their learning time.
"Internet + "Law undergraduate teaching is not only
an urgent requirement of the reality of the network
society but also an inherent requirement for the
information flow attribute that is inherently
compatible with law undergraduate teaching and to
increase the speed of information flow and improve
the manner in which information flows"(Yang, Du,
2019). What is the best way to use the Internet to
both compensate for the lack of class time and
implement the objectives of the judicial documents
in the Property Law study?
244
Chen, H. and Wang, F.
Investigation and Analysis of Deep Learning of Law Courses from the Perspective of Mixed Teaching.
DOI: 10.5220/0011909700003613
In Proceedings of the 2nd International Conference on New Media Development and Modernized Education (NMDME 2022), pages 244-249
ISBN: 978-989-758-630-9
Copyright
c
 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

2 DESIGN AND
IMPLEMENTATION OF MIXED
TEACHING APPROACH ON
JUDICIAL DOCUMENTS
STUDY
The adoption of any teaching method must be
motivated by the desire to serve students. Consider
the independent college where the author works as
an illustration. 30 credit hours are devoted to theory,
whereas 6 credit hours are devoted to practicing.
The ratio of school hours between the two is 5:1.
The theoretical substance is organized around four
themes: property, property rights, fundamental
principles of property law, and property changes.
The practical content is carried out through case
practice and in the form of a mock court.
Research-based teaching approach to judicial
documents study, on the other hand, alters the
allocation of hours between theory and practice in
the curriculum and concentrates primarily on
practical hours, allocating one-third of the hours (12
sessions) to theory and two-thirds of the hours (24
sessions) to practice.
In the theoretical lecture session, the flipped
classroom teaching was applied through the Chinese
University (MOOC) and the SuperStar Fanya
platform. MOOCs use the information teaching
technology to fully share the course resources,
breaking through the traditional single teaching
mode. People can learn anytime and anywhere with
the help of the Internet. The flipped classroom aims
to improve students' autonomy. With the help of
Internet resources, students can make rich pre-class
preparation under the guidance of teachers, turn
passivity into initiative in class, and then deepen
learning.The specific implementation methods are as
follows: first, each week, the instructor will
distribute comprehensive learning guidance, and
students will first independently studying the basic
theory of Property Law by Liu Jia'an on the Chinese
University (MOOC). Second, students will study
additional resources provided by the instructor or
participate in relevant discussions on the SuperStar
Fanya platform. And with these self-directed
learning contents, the students then engage the
classroom learning. In the lecture portion of the
course, instructors will implement flipped teaching
through summary, questioning, and discussion to
ensure that students learn the fundamental notion of
property law. Through online learning, it is not only
possible to ensure students have enough exposure to
the theory of property rights, but also to directly
reduce the number of hours required for offline
theoretical courses.
The course practice focuses mostly on the study
of judicial documents study and group discussions.
By selecting course-related judicial documents and
arranging them according to the textbook's catalog,
students have access to them for reading and
analysis. Students can learn about the claims or
defenses of the client to the judgment, the facts
presented, the evidence offered, and the court's
investigations through debate or contextualization.
As part of the course, students will analyze the focus
of disputes, pay attention to logical reasoning and
evidence support, and sort the relevant theories of
property law involved in the judgment, thus
consolidating the fundamental theory of property
law in the course practical link and implementing a
closed loop between theory and practice. Through
guidance, teachers allow students to master the
difference between life facts and juristic facts, the
methods of evidence and fact identification, and
how to integrate procedural process and legal
application to further cultivate the ability of students
to litigate cases of disputes fairly and impartially.
3 INVESTIGATION AND
ANALYSIS ON THE TEACHING
EFFECT
3.1 Questionnaire Design
The author conducted a questionnaire survey after a
year of teaching reform to determine the impact of
the research-based teaching approach on judicial
documents study after its implementation in the
course of Property Law course.
The author has devised a questionnaire with two
primary components, namely the learning effect and
the role of the teacher, by drawing on the notion of
deep learning. The learning effect includes shallow
learning, online deep learning, and offline deep
learning; the role of the teacher includes teacher’s
instruction, teacher-student interaction, instructional
design, and instructional organization. The
questionnaire was designed with a total of 17
questions, using a five-point Likert scale. The
framework of the questionnaire design is shown in
Table 1.
Investigation and Analysis of Deep Learning of Law Courses from the Perspective of Mixed Teaching
245

Table 1: Framework for Questionnaire Design.
Measurement Items Measurement Indicators
Learning Effect
Shallow Learning
Online Deep Learning
Offline Deep Learning
The Role of the
Teacher
Teacher’s Instruction
Teacher-student Interaction
Instructional Design
Instructional Organization
3.2 Distribution of Questionnaires
The survey was randomly distributed through the
Wenjuan.com to 302 students in the class of 2020
who took the author's course on Property Law, of
whom 95 were male and 207 were female. Before
taking the course of Property Law, they had all
studied Jurisprudence, Legal Logic, The General
Principles of Civil Law, and other professional
foundation courses related to this course.
The questionnaire was distributed for two weeks,
from August 29 to September 11, 2022. The
collection of 156 surveys yielded 147 valid
questionnaires and a response rate of 94.2%. Among
these 147 questionnaires, 32 were from male
students representing 33.68 % of all male students in
the Class of 2020, and 117 were from female
students representing 56.52 % of all female students
in the Class of 2020. The lack of a statistically
significant difference between the two proportions
indicates that the questionnaire reflects the genuine
situation of the current round of teaching reform and
the areas that require additional development.
3.3 Questionnaire Analysis
3.3.1 Analysis on Reliability and Validity of
Questionnaire
Through SPSSAU data analysis, the reliability
coefficient of this questionnaire, Cronbach's alpha
coefficient, was 0.716, which is greater than 0.7,
indicating that the quality of reliability of the
research data is good; the validity coefficient of the
questionnaire, KMO value, was 0.710, which is
greater than 0.7, reflecting good validity from the
side, indicating that the research data is appropriate
for information extraction. See Table 2 for details.
Table 2: Reliability Analysis and Validity Analysis
Number
of Items
Sample
Size
Cronbach Alpha
Coefficient
KMO
Value
17 147 0.716 0.710
3.3.2 Descriptive Analysis
In the descriptive analysis performed by the
Wenjuan.com, the percentage of respondents who
selected "always" and "often" for each item
regarding the three aims of "shallow learning,"
"online deep learning," and "offline deep learning"
is presented in Table 3.
Table 3: Descriptive Analysis
Objective
Question
Number
Percentage of
People Who
Choose "often do"
Percentage of
People Who
Choose "always"
Percentage of
the Total for
Both Options
Composite
Percentage
Shallow
Learning
Q1 41.50% 40.82% 82.32%
87.42%
Q2 28.57% 63.95% 92.52%
Online Deep
Learning
Q3 55.78% 10.88% 66.66%
58.05%
Q4 39.46% 10.20% 49.66%
Q5 48.98% 8.84% 57.82%
Offline Deep
Learning
Q6 48.30% 17.01% 65.31%
68.93%
Q7 51.70% 13.61% 65.31%
Q8 49.66% 26.53% 76.19%
From the analysis of the above data it can be
seen that in the current round of teaching reform,
students have fared relatively well in terms of
shallow learning, as evidenced by their ability to
"read the judicial documents thoroughly" and
"follow the teacher's instructions to accomplish the
fundamental tasks." The number of students who
were better at shallow learning accounted for
NMDME 2022 - The International Conference on New Media Development and Modernized Education
246

87.42% of the total number of students. The
outcome surpassed the author's anticipations.
Having been teaching at an independent college for
more than 10 years, the author has observed that
students are generally unmotivated to study,
procrastinate, lack autonomy and self-discipline, and
are heavily reliant on their instructors. "The
emotional experience of learners is the dynamic base
of cognition and the premise and bridge of good
teaching" (Zou, Hu, Lin, Xu, 2022). The fact that
students are able to achieve a fine quality level of
learning at a shallow level, or even close to
excellent, is an indication to some extent of the high
level of acceptance of the research-based approach
to judicial documents study among students.
In terms of deep learning, the average online
deep learning rate was 57.98% and the average
offline deep learning rate was 68.93%. There are
only 73 students who can choose "I can complete
the learning tasks without interference during the
online learning process." This represents 49.66% of
the total number of students, indicating that the
author's students’ have significant potential for
growth in their self-management skills. The findings
are also largely consistent with the fact that students
at undergraduate independent colleges are less
self-motivated in their studies than students at major
undergraduate institutions. In online deep learning,
"learners with poor self-control suffer from the lack
of direct teacher supervision, while those with
self-learning habits are at peace" (Zou, Hu, Lin, Xu,
2022). Offline deep learning is generally more
effective than online deep learning, being about 10%
higher in percentage terms. However, in terms of
offline deep learning, the questionnaire set out two
questions, question one is "When reading the
judicial documents, I will relate my new knowledge
to my previous knowledge" and question two:
"During the study of the judicial documents, I ask
myself questions to ensure that I understand the
knowledge points in the course ", only 65.31% of
the students were able to choose "often or always",
which is not a high percentage. Undoubtedly, the
ratio is consistently superior to online deep learning
and illustrates the significance of teachers in the
teaching reform in the class.
3.3.3 Correlation Analysis
Using SPSSAU, correlation analysis was performed
on these research data, and the correlation
coefficients and p-values were analyzed as follows.
Teacher's Guidance Has a Positive Correlation
with Teaching Effect. The value of the correlation
coefficient between teacher's guidance and teaching
effect was 0.335 and showed significance at the 0.01
level, thus indicating a significant positive
relationship between teacher's guidance and teaching
effect. See Table 4.
Table 4: Pearson Correlation Analysis between Teacher's
Guidance and Teaching Effect
Pearson Correlation Analysis Table
Teaching Effect
Teacher's
Guidance
Correlation
Coefficient
0.335**
p Value 0
* p<0.05 ** p<0.01
Teacher-Student Interaction Has a Positive
Correlation with Teaching Effect. The correlation
coefficient value between teacher-student interaction
and teaching effect was 0.541 and showed
significance at the 0.01 level, thus indicating a
significant positive correlation between
teacher-student interaction and teaching effect. See
Table 5.
Table 5: Pearson Correlation Analysis Between
Teacher-student Interaction and Teaching Effect
Pearson Correlation Analysis Table
Teaching Effect
Teacher-student
Interaction
Correlation
Coefficient
0.541**
p Value 0
* p<0.05 ** p<0.01
Instructional Design has a Positive Correlation
with Teaching Effect. The value of the correlation
coefficient between instructional design and
teaching effect was 0.348 and showed significance
at the 0.01 level, thus indicating a significant
positive relationship between instructional design
and teaching effect. See Table 6.
Investigation and Analysis of Deep Learning of Law Courses from the Perspective of Mixed Teaching
247

Table 6 Pearson Correlation Analysis Between
Instructional Design and Teaching Effect
Pearson Correlation Analysis Table
Teaching
Effect
Instructional
Design
Correlation
Coefficient
0.348**
p Value 0
* p<0.05 ** p<0.01
Instructional Organization Has a Positive
Correlation with Teaching Effect. The value of the
correlation coefficient between teaching
organization and teaching effect was 0.303 and
showed significance at the 0.01 level, thus indicating
a significant positive relationship between teaching
organization and teaching effect. See Table 7.
Table 7 Pearson Correlation Analysis Between Teaching
Organization and Teaching Effect
Pearson Correlation Analysis Table
Teaching
Effect
Teaching
Organization
Correlation
Coefficient
0.303**
p
Value 0.000
*
p
<0.05 **
p
<0.01
4 CONCLUSIONS AND
SUGGESTIONS
4.1 Deep Learning Is Consistent with
Students' Existing Level of
Knowledge, but We Should
Increase the Use of MOOCs and
Deepen Our Participation in the
Flipped Classroom
From the survey data and descriptive analysis, it is
clear that for the implementation of the study of the
judicial documents based on a research-based
teaching strategy, students do better with shallow
learning, whereas their self-discipline places
constraints on their capacity for deep learning. This
outcome is essentially consistent with the present
state of learning in independent colleges. However,
more than half of the students were able to enter
deep learning, indicating that students of
independent institutions have a high level of
acceptance and a degree of adaptability when it
comes to adopting a challenging teaching model.
4.2 Teaching Behaviour is Strongly
Correlated with Teaching Effect
Thus Teachers Should Increase
Their Subjective Initiative
The correlation between teaching behavior and
teaching effect reveals that the more teachers
"provide clear guidance on how to participate in the
teaching activities of judicial documents study," the
more " timely feedback" is provided, and the more
students are encouraged to "reflect throughout the
course," the greater the teaching effect. The more
students are helped to "participate in fruitful
discussions", the more students agree with the
judicial documents' research-based teaching and the
more students agree with the statement "judicial
documents research-based teaching can effectively
help me learning." Even though students are the
primary focus of the research-based teaching reform
on judicial documents study, The extent of the
teacher's initiative and the level of the teacher's
initiative will unavoidably impact the efficacy of the
reform. "We are teachers when it comes to giving
knowledge to youngsters, but we are even more so
when it comes to igniting their enthusiasm"
(Montesquieu, 2015). Therefore, it is suggested that
teachers first provide accurate teaching guidelines,
timely feedback on lessons, and more
encouragement for students to explore when
conducting blended teaching reform in the judicial
documents research-based teaching study; second,
closely integrate teaching with research, and
scientific research, promote teaching with research,
and draw research inspiration from active teaching;
third, improve the teaching design based on the
interaction with the students, use the teaching effect
as a guide, enhance the self-learning drive, arouse
the student's interest in learning, and ultimately,
enhance the student's level of deep learning under
mixed teaching.
4.3 Schools can Selectively Promote
Small Class Teaching
The dynamic role of the teacher is important in the
implementation of judicial documents study by
using the research-based approach, but the teacher's
energy is also limited. The greater the student
denominator, the less instructor attention each
individual receives for the same amount of energy.
The larger the denominator of students in a teaching
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248

reform classroom with higher standards for
interactivity, the fewer opportunities there are for
people to speak and the fewer opportunities there are
to interact with teachers. Hence a gap exists between
the reform effect and the ideal state. In order to
improve the efficacy of students' study, it is
recommended that the teacher-to-student ratio be
increased in future classes on judicial documents
study by using the research-based approach so that
teachers can adequately meet students' need for
depth of discussion in classroom lectures and
provide more detailed input in students' judicial
documents presentations.
ACKNOWLEDGMENTS
This paper was supported by the Department of
Education of Guangdong Province (Project No.
2021J002) and the Dongguan City Federation of
Social Science Circles (Project No. 2022CG82).
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