Online teaching and biblical studies.
Abstract: 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...
| Publicado en: | Teaching Theology & Religion Vol. 21; no. 2; pp. 120 - 138 |
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| Autores principales: | , , , , |
| Formato: | Proceedings |
| Publicado: |
Wiley-Blackwell
Apr2018
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=128841446&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 128841446 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13684868 7QH jtl: Teaching Theology & Religion issn: 13684868 maglogo: Y pubinfo: dt: Apr2018 vid: 21 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 128841446 10.1111/teth.12430 ppf: 120 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P size: 159KB tig: atl: Online teaching and biblical studies. aug: au: Ascough, Richard Barreto, Eric D. Birch, Bruce C. Pilarski, Ahida Calderón Reese, Ruth Anne affil: Queen's University Princeton Theological Seminary Wesley Theological Seminary Saint Anselm College Asbury Theological Seminary su: Forums Society of Biblical Literature Undergraduates Critical thinking Theological education Professional education sug: subj: Forums Society of Biblical Literature Undergraduates Critical thinking Theological education Professional education keyword: formation institutional support learning designs online learning technology ab: Abstract: 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. pubtype: Academic Journal doctype: Proceedings src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Teaching Theology & Religion is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Teaching Theology & Religion holder: Wiley-Blackwell dt: @attributes: year: 2018 holdings: @attributes: islocal: N |
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