Principles for Effective Asynchronous Online Instruction in Religious Studies

Abstract

Asynchronous online instruction has become increasingly popular in the field of religious studies. However, despite voluminous research on online learning in general and numerous articles on online theological instruction, there has been little discussion of how to effectively design and deliver online undergraduate courses in religious studies. Drawing on recent research, experiences teaching and learning online, and interviews with colleagues, this paper discusses key principles of effective online instruction. It recommends instructors focus on humanizing their course website, “chunking” their course content, making their approach to the study of religion clear, structuring and monitoring online discussions, prioritizing prompt and constructive feedback, and making course material relevant to learners.

Students' Impressions on the Effectiveness of Online Discussion Forums

“…The tone of discussions and students' belief that the forums provide a safe environment is also critical (Anderson, 2004). The instructor can effectively provide the platform to use online discussion forums and can also moderate discussions and deal appropriately with unacceptable behaviour (McGuire, 2017).…”

Teaching religion online to nontraditional adult learners

“…In my fully online courses that I have been teaching since 2008 to create a "community of learners" (Hege, 2011) and to "humanize" the course (McGuire, 2017), I ask all students to post a self-introduction on the Canvas website before or at the beginning of the course and to include reasons why they are interested in the topic of the course. I post my self-introduction in this forum first when the course website becomes available.…”

“…For effective asynchronous online teaching of religious studies McGuire (2017) recommended “instructors focus on humanizing their course website …, making their approach to the study of religion clear, structuring and monitoring online discussions, prioritizing prompt and constructive feedback, and making course material relevant to learners (p. 28).”…”

Student and Faculty Perceptions on Feedback in a Graduate Social Work Distance Education Program

“…Does the role of feedback vary in online classrooms? Best practices in delivering feedback in online courses emphasize the need for prompt feedback that provides information, recognizes effort, and outlines how students can improve their work (McGuire, 2017). Online feedback is best when it is personalized, detailed, and constructive (Rios et al, 2018;Steele & Holbeck, 2018).…”