Learning design for holistic student formation

Abstract

A longstanding area of disagreement among theological educators has been whether the holistic formational goals of theological education can be adequately addressed through non–face-to-face learning modes. This study explored student perceptions of how their experience of studying theology in an asynchronous online context contributed to their holistic formation. Student participants were enrolled in one or more of 22 new online units of study which were developed and offered over three cycles as part of larger design-based research project. The study, initiated and conducted prior to the COVID-19 pandemic, found a broad range of design elements contributed to five dimensions of student formation (theological understanding, personal dispositions, ministry dispositions, ministry skills, identity), suggesting that purposeful learning design can facilitate holistic student formation in online and distance learning contexts. Although this study examined learning design for holistic student formation in theological courses, the results may be of interest for other disciplines with similar holistic formational aims.

Keywords:

• formation
• learning design
• holistic learning
• online learning

Acknowledgments

We would like to acknowledge the contribution to this research project of Professor Panos Vlachopoulos, deputy dean education and employability in the Faculty of Arts at Macquarie University, Sydney.

Disclosure statement

No potential conflict of interest was declared by the author(s).

Data availability statement

The data that support the findings of the study are available from the corresponding author on reasonable request.

Additional information

Notes on contributors

Diane Hockridge

Diane Hockridge is an educational designer at Ridley College, Melbourne, and educational consultant in learning design for theological education. Her research interests include how distance and online courses can be designed to support holistic and transformational learning.

Matt Bower

Matt Bower is a professor in the School of Education at Macquarie University, Sydney, who specializes in the innovative use of technology for learning purposes. His research interests include how artificial intelligence and other contemporary technologies can be most effectively used to support cognitive development and collaborative learning.