Decentered online Bible instruction: How active learning enhances the study of Scripture
The field of biblical studies lends itself well to decentered online learning - a kind that uses active learning to engage primary texts and their interpretations. Not only does such an approach work well in online and hybrid formats, it more readily welcomes readings that are more contextual, const...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Wiley-Blackwell
[2018]
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| Dans: |
Teaching theology and religion
Année: 2018, Volume: 21, Numéro: 1, Pages: 33-46 |
| RelBib Classification: | FB Formation théologique HA Bible RH Évangélisation ZF Pédagogie |
| Sujets non-standardisés: | B
active learning
B decentered learning B online education B Scripture B learning community B Biblical Studies |
| Accès en ligne: |
Volltext (Verlag) Volltext (doi) |
| Résumé: | The field of biblical studies lends itself well to decentered online learning - a kind that uses active learning to engage primary texts and their interpretations. Not only does such an approach work well in online and hybrid formats, it more readily welcomes readings that are more contextual, constructive, and collaborative. Three aspects best characterize a decentered approach to active learning online: an orientation toward primary texts, collaborative inquiry, and enhanced learner initiative. This essay describes the significance of each in turn, along with naming some best practices. I argue that this approach not only shifts focus toward learners and the learning environment, it works particularly well for teaching Bible courses online and in hybrid formats where interpretation of primary sources is the fundamental goal. |
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| ISSN: | 1467-9647 |
| Contient: | Enthalten in: Teaching theology and religion
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| Persistent identifiers: | DOI: 10.1111/teth.12418 |