Blended learning for teaching Theology
New tools are added to the educational toolbox in order to enhance and support learning. This descriptive study expands and explains the intricate nature of blended learning. Adding to the four basic components of time, space, media and activities are the three modes of formal, informal and non-form...
| Autor principal: | |
|---|---|
| Tipo de documento: | Electrónico Artículo |
| Lenguaje: | Inglés |
| Verificar disponibilidad: | HBZ Gateway |
| Journals Online & Print: | Gargar...
|
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Publicado: |
[2018]
|
| En: |
Verbum et ecclesia
Año: 2018, Volumen: 39, Número: 1, Páginas: 1-7 |
| Clasificaciones IxTheo: | FD Teología contextual KBN África subsahariana |
| Otras palabras clave: | B
Theology
B Multimedia B Higher Education B Africanisation B Blended Learning B technology-based education B Orality B modes of learning |
| Acceso en línea: |
Volltext (kostenfrei) Volltext (kostenfrei) |
| Sumario: | New tools are added to the educational toolbox in order to enhance and support learning. This descriptive study expands and explains the intricate nature of blended learning. Adding to the four basic components of time, space, media and activities are the three modes of formal, informal and non-formal delivery and the external components of prior learning and lived experience. Contrary to the narrow use of traditional, mostly Western-based learning options, blended learning opens up the opportunity to incorporate not only developing technology but also neglected, traditional means of knowledge acquisition into the process of learning. It opens new pathways for the teaching of Theology in an African context. It adjusts to individual needs and serves as a countermeasure against potential digital colonialism and digital serfdom on the one hand and provide opportunities that close the space and time gaps and filter out academic isolation on the other hand. Blended learning allows educators to use and combine pedagogical approaches and learning and teaching theories in creative ways.Intradisciplinary and/or interdisciplinary implications: The article calls for a widening perspective on the concept of blended learning, resulting in unique opportunities for Africanisation, decoloniality and a fresh way of teaching Theology in higher education. |
|---|---|
| ISSN: | 2074-7705 |
| Obras secundarias: | Enthalten in: Verbum et ecclesia
|
| Persistent identifiers: | DOI: 10.4102/ve.v39i1.1894 |
