Teacher−Student Interaction and Learning in Online Theological Education. Part Four: Findings and Conclusions
Many theological educators ask how online classes can provide students with the kind of personal teacher-student interaction that is needed in a healthy and holistic approach to preparation for ministry. A quantitative study was undertaken for the purposes of examining the relationships between thre...
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Taylor & Francis
2007
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| In: |
Christian higher education
Year: 2007, Volume: 6, Issue: 3, Pages: 185-206 |
| Online Access: |
Volltext (lizenzpflichtig) |
| Summary: | Many theological educators ask how online classes can provide students with the kind of personal teacher-student interaction that is needed in a healthy and holistic approach to preparation for ministry. A quantitative study was undertaken for the purposes of examining the relationships between three major types of teacher-student interaction (organizational, social, and intellectual) and two types of learning outcomes (cognitive and affective). Seminary students from nine seminaries accredited by the Association of Theological Schools were invited to complete a Web-based survey about their experience in online courses. In the first two sections of this four-part report, the research concern was introduced and the theoretical framework was reviewed. Literature relevant to teacher–student interaction in online higher education, the teacher–student relationship in theological education, learning outcomes in higher education, and the Web-based survey research approach used in this study was considered. The third section explained the methodological approach used in the research. This fourth and final section presents the study's findings and discusses possible conclusions. |
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| ISSN: | 1539-4107 |
| Contains: | Enthalten in: Christian higher education
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| Persistent identifiers: | DOI: 10.1080/15363750701283599 |