Cura Personalis in Online Undergraduate Christian Higher Education

Autor/in	Woodson, Sandra K.
Titel	Cura Personalis in Online Undergraduate Christian Higher Education
Quelle	(2010), (228 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-0573-0
Schlagwörter	Hochschulschrift; Dissertation; Higher Education; Christianity; Instructional Design; Online Courses; Internet; Educational Strategies; Holistic Approach; Spiritual Development; World Views; Teacher Student Relationship; College Faculty; Role Models; Mentors; Humanistic Education; Moral Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Christentum; Lesson concept; Lessonplan; Unterrichtsentwurf; Online course; Online-Kurs; Lehrstrategie; Holistischer Ansatz; World view; Weltanschauung; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Identifikationsfigur; Humanistische Bildung; Moralische Entwicklung
Abstract	Christian higher education is called to educate for wholeness--not simply focusing on the transmission of subject matter, but also concentrating on the moral and spiritual development of students. This cura personalis, or care for the whole person (Rovai, Baker, & Cox, 2008), requires Christian educators to design instruction intentionally to foster affective learning as well as cognitive learning. The need to identify instructional strategies that promote affective learning, particularly in terms of developing a biblical worldview and fostering spiritual formation, is a challenge to all undergraduate Christian educators. However, it is even more of a challenge in an online educational setting, where students learn in an asynchronous, isolated environment. This descriptive quantitative study focused on identifying the current instructional design practice of Christian undergraduate online instructors in the affective domain. An extensive literature review identified three specific instructional strategies that are crucial to promoting affective learning: (a) creating dissonance in the learner's belief system; (b) creating and fostering an interactive learning community amongst both learners and faculty members; and c) creating built-in opportunities for professors to serve as role models and mentors for their students. The sample for the study was comprised of 325 undergraduate online faculty members from 23 institutions accredited by the Association for Biblical Higher Education (ABHE). Data for the study was collected through the use of a Web-based survey instrument. There were 203 complete questionnaires returned. The study found that a large majority of respondents do incorporate the three targeted instructional strategies in the instructional design for their online courses. These findings demonstrate that current Christian online faculty members are aware of their responsibility to educate for wholeness. The study made a small initial step towards filling the gap in the literature, however much more research needs to be conducted in order to fully understand the best ways of accomplishing the goal of "cura personalis" in undergraduate Christian online programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10