Massive Open Online Courses (MOOCs) are one of the latest innovations in higher education. They represent a classic example of a phenomenon called disruptive innovation. This article traces the origins of MOOCs and the reasons for their rapid development in digital education. MOOCs may or may not survive in their present form, but by considering the issues they seem designed to confront, those who work in higher education can gain valuable insight into what forces are shaping the future of the field and how we can proactively engage in that shaping process.

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Ministerial formation is an essential function of Christian education. Its goal is for ministers and their families to experience a lifetime of fruitful service. When formation does not take into account forces of deformation commonly experienced in ministry, the result is malformation that leads to failure under stress with devastating consequences. Statistics suggest that ministers are not adequately prepared to handle common stressors encountered in ministry environments. At least four common stressors in ministry should be addressed in curricular design for ministerial formation to build a “firewall” of protection for ministers and their families to ensure better long-term outcomes.

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The digital revolution in communications continues to have a profound effect on education and the way it is delivered in both the church and the academy. Online mediated education, which was in its infancy less than two decades ago, now continues to expand to the point where it is becoming a predominate form of education. This expansion has created the need for specialists who understand the dynamics of effective education in a virtual environment. This special edition of the Christian Education Journal examines different facets of effective Christian education in our digital world.What does the future of higher education look like in light of the digital revolution? Massive Open Online Classes (MOOCs) are one of the latest innovations in higher education. In his article "MOOCs and the Future of Higher Education," James Flynn explores the origins of MOOCs and the reasons for their rapid development. By considering the issues they seem designed to confront, those who work in higher education can gain valuable insight into what forces are shaping the future of the field and how we can proactively engage in that shaping process.The pace at which digital education is developing has left many of us wondering how to provide the best possible experience for our online students. What factors should we consider when designing an effective framework and strategies for online teaching? In her article "Social Constructivism and Online Learning Environments," Angela Duelen uses social constructivism as an andragogical model for Christian educators to use as a guide for designing their online class experience. In "Biblical Online Education," James R. Thorne shows us how that same constructionist approach can be used to produce a transformative, student-oriented, and truth-centered approach to online Christian education.Many in the academy still struggle with questions of spiritual formation in digital education. Is it really possible to facilitate the kinds of deep spiritual