Teaching religion online to nontraditional adult learners
Today three-fourths of those enrolled in undergraduate programs are nontraditional students, defined by the National Center for Education Statistics as adults with one or more of these characteristics:delayed enrollment into postsecondary education, attended part time, financially independent, worke...
| Main Author: | |
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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: |
Wiley-Blackwell
2022
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| In: |
Teaching theology and religion
Year: 2022, Volume: 25, Issue: 2/3, Pages: 61-71 |
| Further subjects: | B
hybrid / blended course
B World Religions B Pedagogy B Technology B nontraditional students B adult learners B online teaching |
| Online Access: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
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| 520 | |a Today three-fourths of those enrolled in undergraduate programs are nontraditional students, defined by the National Center for Education Statistics as adults with one or more of these characteristics:delayed enrollment into postsecondary education, attended part time, financially independent, worked full time while enrolled, had dependents other than a spouse, was a single parent, or did not obtain a standard high school diploma. I have been teaching online world religion courses for nontraditional learners since 2004 (64 courses, totaling over 1000 students) at the University of Wisconsin Oshkosh (UWO) while also teaching full-time in the classroom at Ripon College in Ripon, WI. This paper describes the pedagogical methods I have employed to maximize student learning in online courses. It summarizes my own learning experiences from teaching online at UWO and describes how online teaching has impacted my face-to-face classroom instruction at Ripon College. | ||
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