Online teaching and biblical studies
This Forum emerges from a session initiated by the Professional Development Committee at the 2017 conference of the Society of Biblical Literature in Boston. A panel of five Bible scholars, from both theological education and undergraduate contexts, provide brief descriptions and analyses of a speci...
| Auteurs: | ; ; ; |
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| Collaborateurs: | |
| 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: 2, Pages: 120-137 |
| RelBib Classification: | FB Formation théologique HA Bible RH Évangélisation ZF Pédagogie |
| Sujets non-standardisés: | B
Technology
B institutional support B learning designs B Formation B online learning |
| Accès en ligne: |
Volltext (Verlag) Volltext (doi) |
| Résumé: | This Forum emerges from a session initiated by the Professional Development Committee at the 2017 conference of the Society of Biblical Literature in Boston. A panel of five Bible scholars, from both theological education and undergraduate contexts, provide brief descriptions and analyses of a specific course they have taught online. They describe creative assignments such as role play, online field trips, evaluating web sites, and staged debates. They analyze the opportunities for developing undergraduates' critical thinking skills as well as seminarians' formation for ministry. A comparison of online and face-to-face teaching contexts reveals shifts in our understanding of how learning happens and our own identities as teachers. The Forum concludes with questions from the floor, which turn the conversation toward institutional support for pedagogical and technological hurdles. |
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| ISSN: | 1467-9647 |
| Contient: | Enthalten in: Teaching theology and religion
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| Persistent identifiers: | DOI: 10.1111/teth.12430 |