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Online education has evolved throughout the years as more students have moved from a
traditional approach to education to a blended or fully online degree programs. Many colleges
and universities today offer a wide range of online programs for students to take advantage of.
Online degree programs and courses will vary from school to school, as well as their credit hours
for completion. This has been extremely advantageous for a wide range of individuals to pursue
their education from anywhere in the world without the need of adjusting their busy schedules. It
also affords colleges and universities to hire adjunct professors to teach the myriad of online
courses without the need of a physical person on campus.
Overview
From the book, Teaching the World, the authors provide their readers with an
overarching view into several aspects of distance or online theological education since its
inception to the present. They break up the periods of history into four phrases. The first phrase
(1700s-1990s) represents the print and postal services provided for distance learning education
(Jones et al, 2017). The second phrase (1920s-2000s) represents supplemented multimedia print
(Jones et al, 2017). In the third phrase (1980s-2010s), we see a rise in online learning
supplemented by other media like dvds or videotapes (Jones et al, 2017). In the final phrase
(1990s to present) the internet speeds are rapidly increasing, allowing for more access to multiple
media outlets where students can participate fully online as if there were sitting in a traditional
classroom (Jones et al, 2017). What was a tedious process of mailing off completed assignments
and waiting for more material and grades and feedback from faculty, students presently have
instantaneous access to classwork, classmates, and faculty. For Jones et al, these timely solutions
over the course of decades of test and trials changed the course of online education by presenting
a better way they had dreamed of.
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Main Thrust
The main aspect of the book is to bridge the gap between online theological education
and the foundational challenges it may present. Perspectives vary widely on whether online
courses are a suitable medium for the training of God-called ministers (Jones et. al., 2017, p.10).
They go on to say, “Some have suggested that “online discussion forums are a perfect
opportunity for seminarians to realize that the knowledge they are acquiring is meant to be
shared, and the forums themselves provide them with the venue in which to practice skills of
communication related to the evangelization of others” (p. 10). They end their thought with this,
“Others have taken the opposite perspective, declaring that “online education for credit does not
aid, much less enrich, theological education. It dehumanizes it. It takes us too far from a biblical
pattern of theological education” (pg. 10).
Critical Analysis
Online theological education brings with it many opportunities for students around the
world to partake in accredited degree programs without the hassle of spending time, effort, and
resources for travel and lodging. For many, this is the least expensive and convenient option
available. Yet, will an online theological program compete in par with a more traditional
approach when preparing ministry leaders and pastors? Should convenience be a deciding factor
when choosing an online degree program?
Online theological education provides ministry leaders and pastors with a flexible
education program that allows them to pursue personal spiritual growth while being available to
provide spiritual oversight in the spiritual discipleship of their flocks. Jones et. al., recalls a time
where in his pursuit of theological education and training while trying to be faithful to his flock
was a challenge as he did not have the financial means to quit pastoring to move on campus
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(Jones et. al., 2017, p. 11). They go on to say, “Today I am privilege to work with about twenty
students from around the globe in online courses, facilitating their assimilation of new
knowledge” (p. 11). But what concerns them is the fact that even though online education can
produce the same test scores as on-campus education, ministry preparation goes beyond the mere
movement of data from the professor’s mind to the student’s memory... intentional formation for
ministry requires personal care and interaction (p. 11).
This student’s experience with online education from traditional means causes one to
pause and consider the benefits and challenges. Having completed two online master’s degrees
and in the process of pursuing a doctoral degree online, there is this notion to just get through the
course by completing each assignment on time. Yes, there is opportunity for student interactive
discussion, but from a disadvantageous standpoint where you must wait for replies that can take
hours, days, or even weeks. However, from the traditional view, interactive discussions can flow
like a river from student to student, or student to professor. Another aspect is the fact that the
student must become more reliable and committed as he/s is responsible for not only completing
the coursework but using all resources given in a practical fashion. The Great Commission given
to us by Jesus in Matthew 28 is a great example of connecting what is taught by Christ to His
disciples as they were commissioned to pass down in making other disciples for Christ. If the
Scriptures and our theological confessions don’t determine the design and delivery of courses,
preparation for ministry will be reduced from the pursuit of Christ-centered formation to a bare
transfer of theological information (Jones et. al., 2017, p. 11).
Theological Issues
Several theological issues are raised, one primarily being the spiritual formation in relation to
online theological studies. Jones et. al. notes three concerns. First, they ask, “How will we teach
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students to value place if the students and faculty are never together in the same place?” Second,
they ask, “How will we select, value, and equip faculty for a task that requires more time and
engagement than an on-campus class?” Lastly, “How will we effectively partner with the
student’s local church so that this congregation becomes the student’s primary context for
formation as a minister?” (Jones et. al., 2017, p. 12-13). The example Jesus sets for spiritual
formation influences the way we make disciples today. Jesus did life with His followers,
teaching and observing all He trained them to do. When we consider Paul’s letters to the Church,
we see a blend of face-to-face interactions and distance teaching as Paul was unable to presently
be in some places due to various reasons. Teaching and fostering spiritual formation in his
absence was just as effective whenever he was present. The most evident difference between
online theological education and Pauline epistolary practice is the medium through which
communication occurs” (Jones et. al., 2017, p. 24). They go on to say, “Paul utilizes the letter, a
written form of communication. These letters were often carried by emissaries, who would also
verbally deliver them to their recipients” (p. 24).
Critique
The authors are not arguing for, nor against, online education, but poses several
perspectives on the effectiveness, or ineffectiveness, online theological education can have in the
formation of Christian leaders. The reality is that online theological institutions are creating more
programs online to service a wider net of consumers around the world. However, with the
creation of these online formats, can they be just as effective as face-to-face formats? Looking to
the Apostle Paul as the primary example for biblical and theological use in relation to online
education, the authors does well in presenting their arguments. They note two suggestions from
Pauline epistolary theory and practice. First suggestion is for face-to-face formats holding a
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primary place in theological education. Second, that online formats may be legitimately used for
theological education (Jones et. al., 2017, p. 45).
This writer believes that online education provides students all over the world the
benefits of a full college education without having to step foot inside a traditional classroom. In
an everchanging world where many colleges and universities are charging out of state fees and
increases in room and board, makes it difficult for these populations to partake in higher
education. Yet, many online programs forego charging out of state tuition to service these
groups. This is true also for the person seeking to develop a well-rounded theological education
online. This flexibility offers students the opportunity to receive the same level of education and
access to highly skilled professors as their traditional counterparts, while focusing on other
responsibilities in their lives.
Conclusion
Education, let alone, online education, have evolved a great deal throughout the years.
What was once closed off to the select few is now wide open to the entire world. Colleges and
universities have increased their population in great numbers due to their increase in online
degree program offerings. Online theological education is included in that number. The Pauline
epistles greatly reinforced the notion that online theological education is rooted in the Bible as
evidenced through the New Testament Scriptures. This Biblical rooting is what Paul et. al.
reminds their readers as they pursue online theological education to never forget.
