Abstract:

Previous 2019, remarkable progress in distance learning in the legal courses field of studies was already acomplished, with multiple initial and continuing training courses offered either by educational institutions, international organizations, or private actors. At that very time, universities were including in their educational offerings in the field of legal sciences training on educational platforms, adapting the scientific corpus to the needs of electronic tools and courses.

All the same, another inovative teaching-learning strategy used by the academic world until 2020 was "blended learning", a formula that allowed the combination of the classic learning model with the new one, brought about by technological progress, so that during training the shortcomings of distance learning in particular could be identified and removed. consequently, those responsible for the training process were not completelly engaged in evaluating the effectiveness of distance learning training stricto sensu.

Generally speaking, either distance, or blended-learning were not seen as fundament, but rather as alternative / satelite to the teaching-learning-assessment process, seeing it as a stopgap or back-up solution, supplementary to classroom instruction.

Normally, the implementation of the initiative to introduce distance learning should be preceded by scientific experimentation, which involves deliberately challenging phenomena under the most appropriate conditions in order to investigate their nature, the rules for their implementation, their consequences and their effectiveness. The rapid pace of events in the pandemic crisis overturned the methodology, and we found ourselves in a situation where the experiment was completed before the hypothesis was launched.

We must admit today that the COVID-19 pandemic has been a favourable opportunity to metamorphose education, and trigger a beneficial change as long as, in the 21st century, one click of the mouse can both literally and figuratively open doors. Therefore it is the nature of evolution that it should provide access to services that enable people to achieve self-fulfilment and personal development.

In the present study we aim to analyse the obstacles identified by distance education actors from the perspective of achieving curricular objectives in the training of lawyers. We will then analyse the curricular standards through the e-learning filter, looking at each stage to see how learning, application and integration of knowledge is carried out, and subsequently the achievement of educational goals.

Keywords:

Blended learning, distance learning, legal education.