Teacher-Student Interaction and Learning in On-line Theological Education. Part I: Concepts and Concerns

Abstract

Many theological educators ask how on-line 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 purpose 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 on-line courses. In this first section of a four-part report, the research concern is introduced and an examination of the theoretical framework is begun with a review of literature relevant to teacher-student interaction in on-line higher education, considering particularly the interacting entities, the characteristics, the facilitation, and the purposes of such interaction.

Notes

¹Powell, McGuire, and Crawford (1999) and Roblyer (1999, 158) report that age is becoming less relevant as a factor distinguishing distance education students from conventional students.

²Kelley and Gorham cite Mehrabian (1969, 203) and define immediacy as “those communicative behaviors which ‘enhance closeness to and nonverbal interaction with another”’ (1988, 202).