The second article of this issue deals with another "Big D" in Christian Education-Distance Learning. Every administrator of higher Christian education I have met with recently is vitally concerned about expanding and updating their school's delivery systems. David Kletzing provides an excellent overview of the subject, specifically relating his findings to seminary education. However, I believe application of this article can be made to any level of adult education. Providing affordable, convenient, and educationally-sound delivery systems are critical factors in the survival of Bible-based higher education. The case studies following Kletzing's article are composite snapshots of our broader ETA audience and provide an excellent springboard for discussion. We would like to hear about other applications on your campus.

Thanks to all of you who have shared with us regarding the Journal. We are thankful for the opportunity to serve you in this way. Also, a special thanks to those of you who have either contributed articles or are planning to do so in the near future. It's your Journal and I encourage you to participate!

Jonathan N. Thigpen
President

Reoccurring "seasonal" crises, such as the annual "night of panic" many experience each July, have made many of us also question our callings in the face of relational tensions associated with relating to supervisors as well as supervising others.

". . . (religious educators find themselves) in a curious position. They have been asked to educate others in the faith, and yet, the induction support necessary for them to be effective in their ministry is not provided . . . I have been amazed by the low morale among religious educators and the lack of support from clergy, peers and administrators. I have become increasingly aware that religious educators, especially those new to the field, experience a higher degree of isolation than do teachers in other subject areas. Consequently, the brightest and best turn to other tasks, with the resulting exodus being disastrous for the teaching ministry." Leona English

Does this scenario sound familiar? Low times emerge when a new program has had a less than glorious beginning or when an established ministry-program has failed and we are at a loss to understand why. Or, after a successful event is completed, one we have looked forward to and worked hard on, we may find ourselves asking, "Is that all there is?"

At times we have flirted with the question of whether another profession would bring more money and a less hectic schedule for the family. (The obvious answer to this enigma is "yes", which demands a reclarification of why we got into ministry in the first place.)

These and other daily realities of life in Christian Education ministry can lead to discouragement and possibly an unnecessary transition. With proper evaluation, training, and support the probability of stability and success increases.

The future success of educational ministry in the local church may be more dependent upon the current whole-life state of health of those in the profession than any other factor. As educational ministers become better trained, choose to remain in the field long-term, and build supportive networks with ministry peers they will gain respect and increased opportunity in the Church.

The purpose of this article is to scrutinize a relatively unexamined subject: the career path of educational ministers. Our concerns are the too many stories of bright careers that have ended in despair. Perhaps through a personal evaluation of career stage, educational ministers can discover areas in need of support, improvement or change as well as strengths on which to focus.

Let's start here. Following is a list of some of the major factors we think impact the health and stability for those in educational ministry. A review of these issues may be useful in understanding the areas of strength and weakness in your current position. Also, these can serve as indicators of areas in need of change or to help in the timing of career transitions.

ASPECTS THAT AFFECT THE SEASONS

The seasons change in nature, inevitably so. In ministry, positive and negative elements contribute to the changes.

Complexity of Family Situation. Are you single or married? Are there children in the home or away at college? Are you caring for grandchildren or aging parents? Is your spouse also active on a career path? The answers to these questions will directly relate to your level of life stress and relational involvement.

Comfort of Energy Level and Health Factors. Each person has their own physical, social, emotional and spiritual energy levels. These usually change over the process of time. Energy levels can dictate the type and scope of position in which a person will succeed. Similarly, changes in a person's general health may require changes in work responsibilities to allow a person to remain in a specific church long-range.

Degree of Support From Constituents. Are the relationships among the staff nurturing and growing or is there unresolved tension and differences? Your work consumes a great portion of your waking hours and if the stress level is too intense you will ultimately fail or burnout. If you are part of a complimentary, supportive team the likelihood of success is greatly increased.

Level of Autonomy. Ability to Create. Most people discover a need for increased autonomy as they progress in their careers. The need to be trusted to plan and make decisions for a broader realm of ministry tends to grow over time.

Rate of Compensation. No matter how idealistic you try to be, money is important. As a person continues in ministry they will find that changing life stages and situations will generally add financial stress. If financial pressures are neglected, they will often push a person out of educational ministry.

Extent of Personal Fulfillment. What was originally a challenge or joy can become a dreaded burden. Life is a process of growth and change. In some cases these shifts will lead a person to a career change.

Match of Giftedness. You may have been drawn into ministry because of an influential leader or by the dynamic power of an experience within a certain group. Over time you may discover your spiritual gifts are different from those initial influences. This awakening of giftedness may encourage a change in role and relationships.

Climate of Staff Culture. As with a family each staff has its own culture. The ability to work within the culture of a specific congregation is critical. Do you understand the subtle ways that people relate and work, and are those ways complimentary to your personality? Also, the natural coming and going of people within the staff and congregation may result in changes that require a reevaluation of how you match with the needs of the ministry.

Expectations of Denominational Opportunities and Traditions. Each system has its own formal and informal systems. The ability to understand and work within these constraints can have a powerful influence on a person's career success. Personal expectations and external control will need to mesh to maintain a positive work climate.

Issues of Gender. Are there hidden prejudices in the church that will impede your satisfaction within your current position? Will issues of salary and advancement be hindered because of gender?

Changes in Responsibilities. Most who remain with one church for more than three to five years will find that the needs of the congregation and their own professional growth will result in some of the following shifts: (1) moving from direct program involvement to leading and supervising others, (2) a new position title, (3) added responsibilities outside the areas of Christian Education, (4) a change in the supervisor to whom you report. These changes can be an oasis in the desert that enables you to embrace new challenges or dreaded burdens that pushes you toward a major transition.

TIPS FOR GOING THE DISTANCE

Our concern is for professionals in educational ministry to realize joy and personal fulfillment in Christ. Frustrated, mismatched people are not productive nor is God allowed to give them the desires of their hearts.

The following ideas are presented to help nurture, enrich and expand an individual's life and thereby enhance the possibility of ministry stability and success.

Build friendships outside of ministry. These people can help by providing a refreshing context for life totally apart from your job. They also can help provide new perspectives to help in evaluating the complex situations encountered in daily ministry.

Make sure the cross you carry isn't heavier than it should be because you also carry extra baggage. Don't allow life experiences to destroy your effectiveness in the workplace. Seek outside counsel or help as needed to insure you are operating at your maximum potential.

Have things in your schedule that give you joy and motivate you. The value of work should not be determined by the unpleasantness of the task. Find those aspects of the job you enjoy and relish the opportunities they bring.

Evaluate relationships within the ministry context. Who are the positive people who rejuvenate you? Who wears you out? What is the relational balance to help you achieve maximum ministry performance?

Negotiate your position and your job description. Build trust with your supervisor and other leaders whereby they will seek your input in reworking your responsibilities for the best of all involved.

Focus on your gifts and interests. Focusing your energies in these areas will allow for both the greatest success and satisfaction.

Anticipate the seasons of the ministry year. Is there a time of year when the pace and pressure seems unbearable? Is there a time when the pace is slow and you'd like a bit more excitement? Learn to balance these times by doing all you can in the slack times to ease the coming pressure as well as enjoying the change of pace in the slower times.

Don't forget how to play. This applies to both the work setting and life away from work. Having fun, smiling and laughing can perk up the dreariest of days.

Pay attention to life cycle development. As you pass through the ages and stages of life, learn how to grow and cope in positive ways.

Interact with your spouse (if you have one). Your spouse can be your greatest supporter and a most helpful critic. It is crucial to keep them informed of the ongoing status of your work life.

Participate in a professional peer group. These people can provide the needed support and direction to help in the rocky times and fully enjoy the good ones.

The ultimate, long-term survival for those in the CE ministry motivates us to ask again some basic questions: (1) Why am I in this line of work? (2) Do I sense God has called me to the CE ministry? (3) Is this church the best place for me to minister? (4) Is my work suited to my family setting? (5) Am I experiencing joy that is evident in relationships through my life and work?

By watching the seasons of the year we can learn about the seasons of ministry. The gradual lengthening of winter days bring the new life of spring which is followed by the warmth and fun of the summer eventually changing into fall harvest and the rest after the work is done. Sometimes the weather is bitterly harsh and tiring while at others pleasant and refreshing. We must remember that, just as the changing weather patterns work together to keep life fresh, the ups and downs of CE ministry can keep us fresh as we learn and grow through both positive and negative experiences.

Through self-evaluation, qualified counsel, supportive relationships and proper educational growth experiences, a person can develop in ways to help insure long-term success in an educational ministry career.

ACKNOWLEDGEMENTS

We would like to thank the following for stirring our thoughts on this topic: Kevin Lawson, Daniel Levinson, Gail Sheehy and Dan Webster.

Leona English quotation taken from "The Tradition of Teresa of Avila and Its Implications for Mentoring of Religious Education," Religious Education, 91:3, 87.

FOR FURTHER DISCUSSION

1. Based on this article, what subjects should be added to a college/graduate school/seminary curriculum designed to train/equip Christian Education professionals?

2. Since financial compensation is a legitimate concern of the Christian Education professional, what criteria should be used by a church in setting the level of pay and benefits?

3. What steps can a local church Christian Education Board take to insure that the Christian Education staff person is on-track in his/her career?

Mark Lamport is Professor of Educational Ministries and Co-Director of Link Institute for Faithful and Effective Youth Ministry at Huntington College, Huntington, IN 46750

Jim Schmotzer is an Associate in Ministry at Birchwood Presbyterian Church, Bellingham, WA 98225

Where is DL going in the 1990s and beyond the year 2000? A pre-packaged educational TV broadcast, for example, in which all learning is via that medium is non-interactive. The student has no interaction with the instructor or with the instructional program technology. The time and place of learning is fixed. To go a step further, the same program can be recorded at home on a VCR, or taken home on cassette from the seminary library. It begins to approach interactive with the ability to review something missed. You may share it with friends for discussion. You can also double check information with other sources. So the time and place become flexible to your needs. I've identified three generalized movements in the field, followed by five ways the new technology will improve product development.

MOVEMENT #1: DL Becomes More Interactive

Today's teacher may be the live professor, a recording, or a virtual tutor represented by a learning program. New applications of educational media, more sophisticated study guides, branching programmed instruction, multimedia, and telecommunications now allow educators to increase interactivity and at the same time boost time/space flexibility. Here are a couple of not-so-futuristic examples. The first example assumes a live professor and the second a virtual, programmed one:

1. One day a pastor who desires a refresher on hermeneutics will be able to order either a full seminary course or seminar on-line. The primary content input will be by printed text, either programmed instruction or voice. In both cases there will be a study guide with learning activities, electronic textbook, subject index to allow skimming through the content to pursue specific research ideas, and on-line access to the seminary library. The student and professor may communicate via phone or e-mail. If the student's computer is portable, the design has achieved almost complete time/space flexibility.

2. An adult church education class may study Reformation History. After a video and audio presentation, via CD-ROM, a multiple choice quiz is presented. The first student's battery of answers [response] show that he is confusing consubstantiation with transubstantiation. The program then will branch him to a lesson which fine tunes this. A second student confuses the geography of the Reformation, placing Zwingli in Zaire and Cranmer in Cranbrook. She is then branched to a lesson on the geography of the Reformation. A third student will perform the quiz to criterion level on the first try and be directed to the next lesson in sequence. In this program there are many branches possible, and the branch to which the learner is directed depends on his or her response to stimulus quiz questions. In this format the virtual tutor "interacts" with the student's level of understanding.

Either presentation may be enhanced by an electronic library which might include books, journals, newsletters, and educational TV videos. Excellent productions on Christian biographies are available with study guide accessories. The first movement, then, is that DL is becoming more interactive.

MOVEMENT #2: DL Individualizes A Diverse Audience

A broadening of the student's needs are addressed more specifically through DL. Philosophically, this seems to be a result of a shift away from behaviorism in educational technology in DL toward a more cognitive approach. This has been confirmed to me by practitioners in the field in two ways: the growing importance of the study of individual differences between learners and the way in which evaluation is carried out. We will now discuss these two developments.

Since World War II educational psychologists have identified many variables which interact with learning styles, or ways individuals learn best. Instructional designers are attempting to address these as learner needs in the educational process. Some of the best known variables are: field dependence-field independence;1 internal-external locus of control;2 right-brained and left-brained preference;3 multiple intelligences;4 and visual, auditory, and kinesthetic learning modality.5

Now, add to these traits the wide variety of other entry characteristics with which distance learners come to us such as age, gender, educational background, ethnicity, socio-economic status, disability, occupation, motivation, ordained or lay vocation, schedule, and relevant life experience. In the future we will see a wider variety of courses offered in DL than ever before, and we will see greater diversity in teaching strategies and delivery systems. The technology makes this possible, and new understanding of individual differences provides direction. As Christians we would say people come with different traits, gifts, and talents which are part of who God made them to be. The flexibility which technology and DL offers gives seminary educators an unprecedented opportunity to communicate in ways that respect individual learning styles and other personal variables.

The move toward greater individualization is also addressed in choices of evaluation. Traditionally, evaluation has focused on what could be measured in discrete numerical terms, such as numbers of students, courses, finances, and calendars. While these criteria will not, and should not, disappear, evaluation now allows for increased subjective and naturalistic data. Applying this to evaluation of student performance, we would like to observe such information as the possibility that the course has qualified the student for a better or different career, personal enrichment, and ultimately the effects of the learners upon their churches. These would all be indicators of relevant changes in the student. Not to be overlooked, however, is the evaluation of the effects of the students upon the seminary itself.

MOVEMENT #3: DL Moves Toward The Center Of The Institution

A new found importance of DL will be driven by at least the following four developments: the increasing dependence of institutions upon tuition dollars generated by DL, the need to plan and evaluate DL within the context of the seminary's mission statement, the systematic integration of distance courses and faculty within the main curriculum, and the identification of distance students as valuable resources to the school.

In 1994 the M.J. Murdock Charitable Trust published a most controversial report, "Review of Graduate Theological Education in the Pacific Northwest."6 This research documented and tried to address the perceived lack of relationship between seminary education and the actual practice of pastoral ministry. A related issue is the urgent question of church-based theological education. Some large churches have established their own seminaries because they believe traditional schools are not meeting their needs. Distance education is the ideal arena to address these controversies because of its capacity to unite the seminary, learner, and church in mission.

For example, where a church board member or a minister in a distance course had formerly been on the periphery of the seminary community, this person (still in the ministry context) may turn out to be a field/laboratory resource to the school. As DL moves the student from the periphery toward the center of the school it will do the same for itself. The third movement, then, is a movement toward more importance at the center of the institution.

These, then, are three generalized movements in DL. What can we look for in future products used in this field? Five product developments are identified:

The first development is toward higher quality. The product will be self-motivating and communicate high esteem for the learner. Four words that are now proper to use in adult DL are aesthetic, intimate, entertaining, and affirming. Have these been part of our vocabulary in the Halls of Ivy? Technology also allows greater precision and impact in presentation of content.

While the following programs were not produced for higher education courses, certain examples come to mind: Ken Burns' Civil War series on PBS, Alistair Cook's America, and Francis Schaeffer's How Should We Then Live. These are examples of high quality educational productions.

A less expensive approach which is certainly with in the reach of most of our schools is what is being done at one major seminary. They are producing a theology course where, instead of recording the professor before a podium as a "talking head," he is shown seated casually in a small group, teaching interactively. This immediately communicates intimacy between the prof, the learner, and the subject matter even though the learner may be watching on a monitor in real time or via a pre-recorded videotape.

The second development is an increased production of enhancements rather than totally redesigned courses. This allows schools to avoid "reinventing the wheel" every time new needs are identified. Some institutions which have used audio or video courses have now re-recorded them digitally to allow the insertion of enhancements or updates. The same technology can also be used to enhance residential lecture courses.

For example, a seminary might have a missions course to include a television crew in the field recording the work of the missionary. Perhaps community leaders and daily life in the target city could be featured. The home pastor, supporters, and missions office should also be interviewed. In this way a stronger presentation can be made of such issues as life-style, ministry, support, logistics, training, and care of missionaries. Not only is the course content enhanced, but greater effectiveness of the teaching strengthens the professor's stature.

A third development is that DL will become more driven by its mission as a shared experience between seminary, learner and Church. This is fueled by the previously mentioned pressures from large churches and others. The old "market mentality" and "bottom line" are disappearing as marks of success. At first this may look like a fine line. Distance Learning is still marketed, but "mission-driven" is not the same as "market-driven." Responsible institutions do not see the learner and church as consumers, nor education as a commodity to sell. At the same time churches must take more responsibility for the support and direction of theological education. Seminaries, churches, and learners, all share different roles in the same mission and will strengthen their partnership for Christian service.

Intentional student networks are the fourth development in DL. Any delivery system might network learners working on the same subject matter. Where students and faculty have e-mail capabilities, asynchronous communication provides a way for them to network in the context of a distance course. Through use of a list server, participants may individually e-mail comments on a topic and then receive one another's comments, including those of the professor. In this way an asynchronous classroom discussion may be "held," without the requirement that everyone be on the network at the same time.7 By promoting networks the institution relinquishes a very important point of control, because there is no telling what avenues an unharnessed network of learners might pursue. Here we will see interactive education between learners at a distance.

An interesting spin on this is cross-institutional networking. For example, students studying pastoral psychology from different schools could learn from the different perspectives of one another's faculty. Here again, a faculty mentor committed to the benefits of cross-institutional networking could make this a unique learning experience. Today's adult learners tend to be skilled in using networks for personal growth and advancement. Will the seminaries have the courage to network students cross-institutionally? Such an approach would be natural for the learner, but it would diminish the control of the institutions over the educational outcomes.

A fifth product development trend in DL is toward multimedia. Already nearly all personal computers sold for home use are equipped with CD-ROM. This allows a great flexibility in the use of text, pictures, audio, video, interactive "click-on" programs-and all in full color! Combining this with either live or asynchronous communication offers a wonderland of educational possibilities. However, it will be important that educators deny the impulse to add "bells and whistles" just for the sake of marketing. Seminary course developers must understand educational research, and in particular which media and delivery systems are most appropriate for the particular audience, content, and objectives.

Finally, DL products which are used for academic credit will become increasingly standardized across institutions. This does not mean that all distance courses in the same subject-matter will look the same, but there will have to be a measure of commonality to insure accreditation and transfer from one institution to another.

The question of standards for DL has been addressed by the various accrediting agencies. A survey of standards of six such agencies reveals the following concerns about DL.8

1. Purpose. Distance programs should have a statement of goals and objectives. These must be clearly related to the purpose or mission statement of the institution.

2. Standards and curriculum. All DL programs, whether satellite campuses or technology delivered at home, must maintain the same academic standards as regular campus programs. Ordinarily they must contribute toward a degree, but if not this must be communicated to the student. Credit offered must equal that of the residential courses.

3. Interaction between students and faculty. Most agencies demand that there be provision to interact on the course material.

4. Access. Besides access to faculty, other resources must be open to the students, including library, laboratory, academic counseling, guidance testing, and financial aid.

5. Faculty. These programs must be developed, delivered, and evaluated by full time faculty. Most agencies also specify that distance faculty meet the same requirements, be paid on the same scale, and not exceed the maximum course load of residential faculty. Some agencies mandate specialized training for faculty and support staff.

6. Control. Most accreditors specify on-campus control of the distance delivery systems. Also, some, such as Northwest Association, specify that there be an identifiable locus of administrative responsibility. Where DL is provided to benefit an outside agency, such as a missionary board or denomination, the standards must be set by the institution.

7. Evaluation. All agencies specify that program evaluation be con ducted on a regular basis. The Association of Theological Schools [ATS] specifies that DL courses and faculty be evaluated. However, methods and standards are not indicated. Another accreditor recommended surveying graduates as to the benefit of the program and dropouts for noncompletion reasons. This raises the very difficult issue of retention of students.

8. Needs based. The needs which the program claims to meet are to be assessed periodically, assuring that real needs are addressed.

9. Admissions. Distance students usually represent different populations from traditional students. Care must be taken to address their characteristics fairly in the admissions process.

10. Development of new DL Programs. Most accrediting agencies, such as the ATS, require that the seminary give notice during the planning stage and work within regulations. The agency should also be notified of continuing developments in policies and curricula.

11. Agencies have addressed the question of the proportion of a degree program which can be completed by DL. In the case of the Master of Divinity, ATS regulations now allow one-third of a curriculum to be completed at a distance.9

12. Contextualization. The ATS specifies that DL programs working across national borders must show sensitivity to cultural contexts. Where DL goes beyond North America, such programs should be initiated by churches or seminaries in the host country, which should also be part of the program development.

The needs of the contemporary Church present new and challenging educational opportunities which seminaries can meet. Yet many of those same needs lie beyond the seminary's traditional sphere of service. New directions in DL hold great promise to bridge the gap. The movement will also help both seminaries and churches to see themselves in new ways as they continue to serve God as providers of knowledge, formation, skills, and ministry.10

David P. Kletzing is Associate Professor of Christian Education at Gordon-Conwell Theological Seminary.

ENDNOTES

1. Goodenough, D. R., and H. A. Witkin. Origin of the field-dependent and field-independent cognitive styles. Princeton: Educational Testing Service, 1977, ETA Research Bulletin 77-79.

Bowen, Earle A. Jr., and Dorothy N. Bowen. "Learning Styles and Christian Education." Journal of Adult Training VIII:1, Fall, 1995. Wheaton, IL: Evangelical Training Association, pp. 2-7.

2. Rotter, J. B., J. E. Chance, and E. J. Phares. Applications of a social learning theory of personality. New York: Holt, Rinehart, & Winston, Inc., 1972.

3. Vitale, Barbara Meister. Unicorns are real. New York: Warner Books, 1982, 1986.

4. Gardner, Howard. Frames of mind. New York: Basic Books, 1983.

5. LeFever, Marlene. "Understanding Learning Styles." Christian Education: Foundations for the future. Ed. Clark, Robert E., Johnson, Lin, and Sloat, Allyn K. Chicago: Moody Press, 1991.

6. "Review of Graduate Theological Education in the Pacific Northwest." Vancouver, WA: The M.J. Murdock Charitable Trust, 1994.

7. Albrektson, J. Raymond. "Mentored Online Seminar: A Model for Graduate-Level Distance Learning." Technological Horizons in Education, October, 1995, p. 102. In this article Dr. Albrektson describes use of asynchronous communication in a course offered through the International School of Theology, San Bernadino, California.

8. The accrediting agencies surveyed are: Western Association of Schools and Colleges Middle States Association, New England Association, Southern Association, Northwestern Association, and the Association of Theological Schools in the United States and Canada.

9. Theological Education XXXII:2, Spring 1996, p.54.

10. The author recognizes the contributions of the following professionals with whom he had conversations during the writing of this article: Dr. Warren Evans, Pennsylvania Department of Education; Dr. Michael Gilligan, Association of Theological Schools in the United States and Canada; Dr. Kenneth Mulholland, Columbia Biblical Seminary and Graduate School of Missions; Dr. Elton Robertson, Temple University; Dr. Wayne Whitlock, Princeton Theological Seminary; Mr. Stanley Zenor, Association for Educational Communications and Technology.

Case Study #1

Tuition income from DL may be considerable. In many cases DL has dramatically increased institutional revenue. Schools find distance education is a way to increase tuition income without the need for new capital investments for classrooms or campus housing.

The Case

ABC Bible College is located in the rural section of an agricultural state. After a sharp downturn in registration a decade ago, enrollments have continued to waffle for several years. A variety of economic measures have been enforced focusing largely on academic program enhancements. Several new courses of study have been added in recent years. The broadening of programs has stirred interest at the expense of costly strains on student housing. Campus development dollars were drastically cut at the time of the downturn and never fully returned to their former status. Attention being drawn to finances also deprived the auxiliary correspondence school of new dollars. Revision of correspondence materials is once again on the faculty agenda, which prompts a debate in faculty meeting over the wisest use of dollars.

Data

Proposed capital improvements to the campus call for $3.5 million to classroom expansion, $2.5 million dollars to student housing, $200,000 to upgrading the campus computer network. The development department of the school is raising 75% of the fund., The remaining 25% of the funds will be covered by an 8% increase in certain students fees and a projected 10% increase in total FTE.

The correspondence study department currently employs two full-time people: a director and a processing person, and three part-time adjunct professors as mentors. They have a total budget of $80,000. An average of 500 courses are taken each year, representing 250 students. At $160 per course, the department is just breaking even.

A distance learning proposal is before the faculty for consideration. Cost estimates compare the former correspondence study model to revisions incorporating new technologies. Of 12 courses currently offered, 4 courses are proposed as remaining in the printed materials mode (same costs as above), 4 courses are slated for a video component costing $5,000 dollars each to develop, and 4 are proposed for on-line computer study costing $6,000 each for development; a total proposal of $44,000 in curriculum development funds. The DL director points out that this a relatively small amount compared to other capital expenditures but just as important. The DL director proposes that these new courses would increase the total courses taken by 12% a year. In addition, she argues the upgrading of the DL curriculum will ultimately attract more resident students.

Discussion

Several questions arose from the faculty. How can student competencies be measured uniformly through these three models? Can the total development cost be fairly measured against campus improvements for residential students? Will the response to distance learning courses be greater than the response to residential study? Should on-campus instruction of the same course be required to incorporate the new technology also? In our state, how are distance learning options generally regarded by the academic community? Do DL students become resident students? What financial viability questions arise for our DL options if we do not re-tool?

Case Study #2

DL makes it possible for individuals to enroll in a college or seminary who otherwise would not have the opportunity. At the same time, "degree mills" have popped-up utilizing savvy marketing techniques and alternative definitions for education.

The Case

Last year Cutting Edge Seminary received its periodic visit from a regional accrediting team. A team member noted the trend seems to be shifting in programs regarded as most troublesome. While twenty years ago the chief concern was the DL programs of law schools, today the category most vulnerable to criticism is Christian institutions, particularly seminary programs. The chief objection occurs when the educational standards are short cut in the interest of marketing.

The Dean redirected the review team to the school's entrance placement procedures. All potential candidates are tested for learning style placement. Certainly the marketing efforts have highlighted this unique feature. For DL, auditory learners are provided course content via cassette, supported by print texts. Visual learners may be provided a print text with diagrams and photos, supported by optional video or audio components.

The new DL is a halfway point between seminary and learner. A new collegiality takes place as seminary and church help each other solve the problems.

Data

DL can contribute positive perception to observers because its very nature is to bring the field and academy closer together.

DL offers learning style options to students who do not fit the traditional profile. In some cases, a variety of learning styles can be addressed in the same course by two or more technologies.

As DL becomes more "learner-driven" the course components are more interactive beginning with the questions, concerns, and entry characteristics of the learner.

Discussion

What are the characteristics of a "diploma mill"? What DL programs, especially at seminaries, are scrutinized by accrediting associations for integrity and appropriate standards? How should DL fit into the school's mission statement? How should DL integrate curricula courses and faculty? How can the student share in a positive dimension (and formation for service) of the same mission statement?

Case Study #3

Technology introduces a new domain of knowledge. New specialists are needed to serve as doorkeepers. One of the frustrating things about educational technology is that it makes beginners out of people who are not beginners. A distinguished professor, for example, may need to rely on the technical expertise of someone with an Associate of Arts degree.

The Case

Resistance to re-designing courses prompts some churches to establish their own training facilities rather than send their candidates to established institutions. Curricula, in this context, is geared to issues that impact their own local ministries. DL offers a new way for schools and churches to work together.

Professor Ben Around has taught a pastoral counseling course for twenty five years. As a residential course, all is still well. However, the DL version of this course (also mentored by the same professor) has suffered in recent years. The DL course consists of audio cassettes, three textbooks, and a fill-in-the-blank syllabus, with exams to be taken every three weeks. Students complain that the material is out-of-date and does not relate to where they are serving in ministry. The professor begrudingly gives in to demands the course be updated. The DL director is convinced that an interactive approach with multi-branched formats on CD or floppy disk is the way to design the course and suggests to the professor he work with a part-time staff member who only has an associates degree (in computer science) and no formal theological training. The part-timer has successfully developed a number of interactive courses on CD for a number of corporate clients. The first meeting between the two is a disaster and the DL director is called in to referee the second meeting. He suggests that a focus-group be gathered of those who have taken the course via DL the past two years for their input on content and design. The professor openly wonders if all this "extra work" is really worth it. Isn't the "old way" good enough?

Data

Enrollment in the DL pastoral training course has been steadily dropping. However, the school's president has entered into informal agreements regarding working with a number of large churches which financially support the school and want to have a DL site in their church. The president is presuring the DL director to deliver what he has promised.

The DL director recognizes that the development of computer-based curriculum must be a collobrative process. The former DL students who are contacted for the focus group are happy to help and excited about the possibilities of developing cutting-edge courses.

Discussion

How can seasoned faculty members contribute as a team member to the development of new forms of DL curriculum? What is the best model of DL curriculum development to follow? What role should present or former students play in the curriculum development process? What additional training in curriculum development should be provided for faculty members? What should be the working relationship between the faculty member and the DL department? What should be the working relationship between the DL department and the local church? The DL department and the faculty at large?

Case Study #4

Interactive television is one method used for the live professor/live student format by utilizing a satellite or cable link, picture phone, the Internet, or common telephone.

The Case

A professor lectures from a studio. Hundreds of students in several satellite locations observe (or listen) to the lecture which is fed to them in one or more ways. Students interact with each other and the professor through a two-way link, either by the satellite feed or land telephone lines. Exams and projects are sent to the professor via e-mail.

Data

Satellite service is expensive. Cable TV companies were expected to offer interactive educational services but technology has not kept up with demand. Interactive Cable TV is problematic because the picture image has to be transmitted two ways and, so far,is not usually of salable quality. The processors cannot work fast enough.

Fiberoptic lines (which are necessary for a smooth 2-way cable communication) are not available everywhere.

It is still futuristic to plan for home multi-media centers to receive a live broadcast and allow students to type their comments for transmission over the phone lines. Yet, such designs are close enough to completion to warrant consideration now.One day a computer at the educational sight will be able to receive scores of questions and comments simultaneously. Syntax and vocabulary will be analyzed reduceing them to a manageable few consensus questions which the professor will address. Exams will similarly be transmitted electronically.

Discussion

What equipment can presently be acquired, or leased, to ready ourselves for satellite courses? What additional services should the institution provide students who attend only this "virtual classroom"? What changes will need to be made in the school library to give off-campus students equal access to its resources? What role should local churches play in this process, if any?

Case Study #5

Another kind of interactive video is available through CD-ROM and is sometime may be called "virtual professor/programmed student." Programmed instruction guides the student through a series of stimulus-response interactions. At the conclusion the student is output as a criterion performer. Here the operative phrase is, "What I see next depends on my answer." Distinctions are usually made between linear and branching programs. The article "New Directions" cited a branching format example of a Reformation History class.

The Case

The president of the Intergalactic Theological Seminary buys an interactive CD-ROM course on world history for his home computer that features a "branching" technique. He is so impressed with the program, he calls in the the DL director and the chair of the church history department and commission them to develop a state-of-the-art interactive CD-ROM course in foundations of church history. The president envisions the course to be used both on campus and through DL since it is already a requirement for graduation. The president also thinks such a course has the potential to be marketed to other seminaries.

Data

Distinctions are usually made between "linear" and "branching" programs. The linear educational program offers only one sequence of units. When the student responds to a quiz (stimulus) there is only one built-in "next" unit of information. The student works his or her way down the logical/pedagogical sequence from the beginning of the program to the end. All students cover exactly the same material in the same way and must perform to the same criterion level to graduate. It is assumed there are no significant differences between learners at entry level and no significant differences in the real-world application.

The branching program, on the other hand, has the capability of directing the student down two or more branch sequences of learning units, depending on the answer (response) to each quiz question (stimulus). These branches may in turn have their own branches, and so on. It is easy to see how a branching program is better able to address the differences in learners and vocational goals.

The DL director proposes this course be developed by the entire church history department and not just one professor. Since none of the professors have the technical expertise, a staff software specialist is assigned to the team.

Budget is not a problem, but the time frame is. The president expects this "show-case" course to be completed for demonstration at the annual meeting of the board of trustees in four months.

Discussion

What are the relative merits of a linear approach versus a branching approach to CD-ROM development? What are the important questions which need to be answered early in the development process? How important is field-testing such a curriculum before it is formally released? How can the development team know if they have done a good job? What position should the seminary faculty take towards offering a CD-ROM course to on campus students?