The Online Theology Classroom: Strategies for Engaging a Community of Distance Learners in a Hybrid Model of Online Education

Hege, Brent A. R.

doi:10.1111/j.1467-9647.2010.00668.x

Cited by 32 publications

(31 citation statements)

References 5 publications

(6 reference statements)

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“…First, when professors design an online course, they should resist the urge to simply replicate the traditional course online (Hege, 2011). Professors have the option to design an online course just like a face-toface course, like a mediated correspondence course, a student-centered constructivist course, or a hybrid type course (Delamarter et al, 2011).…”

Section: Practical Course Design Considerationsmentioning

confidence: 99%

A Teaching Strategy for a Christian Virtual Environment

Babyak

2015

Journal of Research on Christian Education

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Section: Practical Course Design Considerationsmentioning

confidence: 99%

A Teaching Strategy for a Christian Virtual Environment

Babyak

2015

Journal of Research on Christian Education

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“…According to Hege (, p. 13), “creating and engaging a safe and vibrant virtual community is an essential component of successful online education.” Instructors who want to incorporate peer interactions and socially based learning into their online classes might consider the “communities of inquiry” (COI) model. Proposed by Garrison, Anderson and Archer (), COI has been used to explain the significance of interaction in distance education for online learning.…”

Section: Teaching Models Applied To Online Educationmentioning

confidence: 99%

Online Education in Family and Consumer Sciences University Programs and Four Models for Teaching Online

Rehm

Allison²,

Bencomo³

et al. 2013

Family & Consum Sci Res J

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College and university faculty in Family and Consumer Sciences (FCS) programs are becoming more involved in online course design and instruction. The purpose of this article is twofold. First, examples of several existing FCS online programs are presented. Many online programs are being offered in the United States, and several are offered in an international setting (e.g. British Columbia, Saudi Arabia, and Thailand). Second, four models of education that FCS instructors can draw upon for teaching online are presented. The models are positivism, constructivism, the community of inquiry approach, and experiential learning. Positivism should be utilized when the goal is to teach specific and basic knowledge, which is usually contained in lectures and readings. Other models are more appropriate when the goal is to cultivate students' higher level thinking through dynamic learning processes. Constructivism is based on the assumption that learners are active creators of knowledge and meaning. The community of inquiry approach highlights the importance of building relationships for learning. The experiential learning model involves direct participation in realistic contexts and should be followed with reflection on the general principles of the learning situation. Online teaching strategies, examples, and limitations are presented for each model.

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“…Even American students, more familiar with such classroom contexts, can exhibit much anxiety at this prospect. For instance, Hege () observes the following response regarding a weekly theological blogging assignment, “At first, many students balked at the thought of risking their own opinions and interpretations of material that was often unfamiliar and even intimidating” (15).…”

Section: The Cross‐cultural Dynamicmentioning

confidence: 99%

“…That is, students must see the value that EBT holds for integrating them into the global community of theological discussion. In the classroom, this long‐term goal could be fostered through activities such as online forums (Hege ) or the workshopping of writing assignments. As students articulate their beliefs and opinions through a variety of compositions and engage others' reactions, both theological content and the English of its expression will become more meaningful.…”

Section: The Cross‐cultural Dynamicmentioning

confidence: 99%

English for Bible and Theology: Understanding and Communicating Theology Across Cultural and Linguistic Barriers

Pierson

Bankston

2013

Teaching Theology & Religion

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This article introduces English for Bible and Theology (EBT), an inherently interdisciplinary field that merges English language learning with the content of biblical and theological studies in a context that is, by nature, cross-cultural. Within this collaboration there exists the possibility not only to enable theological study, but also to enhance it through a focus on personal meaning and its communication, both of which are foundational to the communicative language classroom. That is, EBT seeks both to aid students worldwide in attaining the specialized language and cultural proficiency necessary to access English theological resources and to provide a community in which students can connect theological content to their lives. It is this second aim that provides EBT its relevance across a range of theological contexts, as native English-speaking students likewise stand to benefit from the application of EBT's principles. IntroductionThis article will introduce the field of English for Bible and Theology (EBT). EBT merges two educational contexts: English language learning and the content of the Bible and theology. As EBT requires insights from the discipline of English language learning, applied to the disciplines of biblical and theological studies, it requires substantial integration of English education principles with Christian thought and practice. Furthermore, amidst this interdisciplinary interaction, there exists the possibility not only to enable theological education, but also to enhance it through the principles of the communicative language classroom. That is, finding a foundation in the communication of meaning, which constitutes the main goal of language learning, EBT cultivates a community in which theology is engaged and expressed in a personally meaningful way. This focus likewise aids EBT instructors in bridging the cultural differences inherent in the EBT classroom.However, the cultural gap is not the only chasm that EBT seeks to bridge. That is, in instances of theological learning, regardless of whether one is studying in his or her first or second language, a gap can form between knowledge and practice. In turn, one's thoughts and actions may not accord with the theological truths assented to in the classroom. The principles of EBT instruction, which this article will develop, aim to combat such theological abstraction and to assist students in relating theological curriculum to ARTICLES An Emerging Category: English for Bible and TheologyThere already exists an impressive amount of research into English for specific purposes (ESP), particularly into the areas of English for academic purposes (EAP) and English for occupational purposes (EOP). Areas of academic specializations, such as Business English, are growing and becoming increasingly interdisciplinary (Dudley-Evans and St. John 1998). Similarly, with the rapid growth of Christianity worldwide, many individuals are seeking opportunities to study theology and other Bible-related subjects. However, due to the dearth of materials in ...

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The Online Theology Classroom: Strategies for Engaging a Community of Distance Learners in a Hybrid Model of Online Education

Cited by 32 publications

References 5 publications

A Teaching Strategy for a Christian Virtual Environment

A Teaching Strategy for a Christian Virtual Environment

Online Education in Family and Consumer Sciences University Programs and Four Models for Teaching Online

English for Bible and Theology: Understanding and Communicating Theology Across Cultural and Linguistic Barriers

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