Teacher-Student Interaction and Learning in Online Theological Education. Part II: Additional Theoretical Frameworks
Mark H. Heinemann
Christian Higher Education Volume 4, Number 4, ISSN 1536-3759
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 the first section of this four-part series, the research concern was introduced and an examination of the theoretical framework was begun with a review of literature relevant to the characteristics, facilitation, and purposes of teacher-student interaction in on-line higher education. This second section continues the examination of the relevant literature with a review of theories dealing with teacher-student interaction in online higher education. In addition, the teacher-student relationship in theological education, learning outcomes in higher education, and the Web-based survey research approach used in this study are considered. (Contains 1 footnote.) [For Part I, see EJ821030.]
Heinemann, M.H. (2005). Teacher-Student Interaction and Learning in Online Theological Education. Part II: Additional Theoretical Frameworks. Christian Higher Education, 4(4), 277-297. Retrieved April 1, 2023 from https://www.learntechlib.org/p/70337/.
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Investigating the Drivers of Student Interaction and Engagement in Online Courses: A Study of State-of-the-Art
Afrooz Purarjomandlangrudi, David Chen & Anne Nguyen
Informatics in Education Vol. 15, No. 2 (2016) pp. 269–286
Correlations between teacher-student interaction and student academic performance in a large virtual high school
Abigail Hawkins & Charles Graham, Brigham Young University, United States
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 2934–2940
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