Online teaching and biblical studies

Abstract

This Forum emerges from a session initiated by the Professional Development Committee at the 2017 conference of the Society of Biblical Literature in Boston. A panel of five Bible scholars, from both theological education and undergraduate contexts, provide brief descriptions and analyses of a specific course they have taught online. They describe creative assignments such as role play, online field trips, evaluating web sites, and staged debates. They analyze the opportunities for developing undergraduates' critical thinking skills as well as seminarians' formation for ministry. A comparison of online and face-to-face teaching contexts reveals shifts in our understanding of how learning happens and our own identities as teachers. The Forum concludes with questions from the floor, which turn the conversation toward institutional support for pedagogical and technological hurdles.

Deep Learning Techniques for Peer-to-Peer Physical Systems Based on Communication Networks

“…rough the solid expressive force of the photographs, sounds, and messages of media courseware, understudies are effectively able to learn from this feeling [11]. Conquering the exhausting substance of books, turning some "dead" hypothetical information into "living," working on the intricacy, and expanding the premium of the information, the understudies' consideration is more thought, and the reasoning is normally dynamic [12,13]. e utilization of media innovation can streamline the actual instruction showing measure, confer high-thickness information, get through showing troubles, and utilize the incredible illustrations handling elements of PCs to debilitate or dispense with the learning impediments of dynamic reasoning and language articulation [14].…”

RETRACTED ARTICLE: Practical application of wireless communication network multimedia courseware in college basketball teaching

“…Through the strong expressive power of the pictures, sounds and texts of multimedia courseware, students are actively willing to learn in this emotion [9]. Overcoming the boring content of books, turning some "dead" theoretical knowledge into "living," simplifying the complexity, increasing the interest of the knowledge, the students' attention is more concentrated, and the thinking is naturally active [10,11]. The use of multimedia technology can optimize the physical education teaching process, impart high-density knowledge, break through teaching difficulties, and use the powerful graphics processing functions of computers to weaken or eliminate the learning obstacles of abstract thinking and language expression [12].…”

Practical Application of Network Multimedia Courseware in College Basketball Teaching

“…Overcoming the boring content of books, turning some "dead" theoretical knowledge into "living", simplifying the complexity, increasing the interest of the knowledge, the students' attention is more concentrated, and the thinking is naturally active [11][12]. The use of multimedia technology can optimize the physical education teaching process, impart high-density knowledge, break through teaching difficulties, and use the powerful graphics processing functions of computers to weaken or eliminate the learning obstacles of abstract thinking and language expression [13].…”