Theological schools are increasingly exploring online distance education as a mode of course delivery. Yet while online course delivery has the potential for effective, deep learning it can also have a number of pitfalls. This article introduces online distance education and examines in detail the pedagogical possibilities for online learning by providing a number of examples drawn from online courses. While championing the use of online course delivery for theological schools, it also sounds a note of caution by advocating that the use of technology should be driven by sound pedagogical principles. Putting pedagogy before technology will insure quality education no matter what the content or mode of delivery.Linda Harasim has correctly stated``all education ± face to face, distance mode, online ± requires understanding the nature of the medium in order to conceptualize and design it as an educational environment'' (Harasim et al. 1995, 138). That is to say, good pedagogy requires an awareness of the opportunities and limitations of the mode of education. In this paper I will argue that online distance education provides opportunities for quality education, although it can lead to poor pedagogical practices. For online distance education to be effective one must understand the medium and the pedagogical principles that can lead to deep learning in the online environment. At a foundational level, putting pedagogy before technology will allow for the effective delivery of online distance education courses. We will investigate this under seven areas: the parameters of online distance education; the purposes of online distance education; the planning of online courses; the pedagogical possibilities in online distance education; the pitfalls of such use; the institutional, faculty, and student prerequisites for effective delivery of online courses; and a few predictions about the impact of online distance education.

A discussion about how instructors can host a hospitable online learning environment can address one of the fundamental philosophical and theological concerns frequently expressed about online learning -the loss of face-to-face interaction and, with it, the loss of community building (cf. Delamarter 2005, 138). This perceived link between physical presence and community creation, sometimes articulated, frequently assumed, often stands in the way of instructors, administrators, and even institutions fully embracing online learning. This article will argue that when one gives due attention to hospitality, the potential for building online community is greatly enhanced, and with it comes a more effective pedagogical strategy for deep learning. It will conclude with some general recommendations for employing hospitality for building online learning communities.

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