Describing Spiritual Growth in an Online Religious Education Course

Autor/inn/en	Fryar, Ben; Wilcox, Brad; Hilton, John, III; Rich, Peter J.
Titel	Describing Spiritual Growth in an Online Religious Education Course
Quelle	In: Journal of Research on Christian Education, 27 (2018) 1, S.56-75 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fryar, Ben)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1065-6219
DOI	10.1080/10656219.2018.1446851
Schlagwörter	Spiritual Development; Online Courses; Course Descriptions; Teacher Role; Religious Education; Student Attitudes; Independent Study; Educational Experience; Teacher Student Relationship; College Students; Reflection; Writing (Composition); Peer Relationship; Computer Mediated Communication; Phenomenology; Churches; Religious Cultural Groups; Christianity; Semi Structured Interviews; Idaho + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Kursstrukturplan; Lehrerrolle; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Schülerverhalten; Selbststudium; Bildungserfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung; Collegestudent; Schreibübung; Peer-Beziehungen; Computerkonferenz; Phenomenological psychology; Phänomenologie; Psychologie; Church; Kirche; Kirchliche Gruppe; Religionszugehörigkeit; Christentum
Abstract	This research examined the phenomenon of spiritual growth in students taking an online religious education course at Brigham Young University-Idaho. Semi-structured interviews were conducted with 10 students who reported positive gains in spirituality as a result of the course. Students described their experience in the online course and the factors that contributed to their success.Results suggest participants took a great deal of ownership in their own spiritual growth. Although it seems likely participants were already highly self-directed, aspects of the online experience appeared to encourage self-direction. The course design was flexible enough for research participants to explore ideas on their own while also being structured enough to provide a guided experience. Online instructors acted as guides and facilitators, playing a less prominent role than face-to-face instructors. Frequent engagement in and reflection through writing appeared to be important for students' spiritual growth, whereas online interactions with other students seemed to have minimal impact. However, some responses suggested online interaction with peers was an area with potential for greater influence. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01