ERIC Number: EJ815514
Record Type: Journal
Publication Date: 2007-May
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1536-3759
EISSN: N/A
Teacher-Student Interaction and Learning in Online Theological Education. Part Four: Findings and Conclusions
Heinemann, Mark H.
Christian Higher Education, v6 n3 p185-206 May 2007
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. (Contains 5 tables and 5 footnotes.)
Descriptors: Online Courses, Holistic Approach, Interaction, Internet, Theological Education, Teacher Student Relationship, Higher Education, Outcomes of Education, Church Related Colleges, Surveys, Distance Education
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A