| Summary: | This study reports on the teaching practices adopted by a cohort of higher education academics for online and remote delivery of first year law units (subjects) as a result of the COVID-19 pandemic. Six academic staff who taught nine units face-to-face in intensive Block mode shifted their teaching online almost overnight, including conducting synchronous face-to-face teaching online. Their interview comments are initially categorised using a SWOT (strengths-weaknesses-opportunities-threats) analysis approach, then further analysed according to the elements in Moore’s transactional distance theory - dialogue, structure and learner autonomy. The study identified that while the unit space on the learning management system with links to resources and readings, scaffolded learning activities, structured interactions with clear instructions and assessments was the greatest asset, it also offered opportunities that were both practical and unexpected. While it gave academics a strong footing to commence their remote teaching, the key weakness was the loss of face-to-face contact, now replaced by Zoom. This posed threats related to learning. The findings offer suggestions and pedagogical interventions that can be applied to modify teaching practices in remote Block delivery in a post-COVID future in teaching first-year law. The research is equally applicable to teaching any discipline online.
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