Chapter 1 of this research project outlined the research concern, namely that little research had yet to be conducted on the best practices of spiritual formation in an undergraduate online context and that even less research focused on online spiritual formation among CCCU member institutions. It is was, therefore, the intent of this study to identify the exemplars and best practices of spiritual formation in online undergraduate programs among CCCU member institutions. Chapter 2 provided a literature review outlining the theological and theoretical underpinnings of online Christian education as well as articulating a gap in the literature with regard to online spiritual formation at the undergraduate level among CCCU member institutions. Chapter 3 explained the research methodology and chapter 4 provided the research findings. This chapter concludes by examining the research questions, analyzing the research findings and implications for future educational practice, considering the contributions to precedent literature, and exploring areas for further research.
Analysis of Research Question
A literature review revealed that little research had yet to be conducted on the best practices of spiritual formation in an undergraduate online context. Furthermore, prior to this project there existed no consensus regarding best practices of online
undergraduate spiritual formation and even less regarding online undergraduate spiritual formation among CCCU member institutions. It was, therefore, the intent of this study to identify the exemplars and best practices of spiritual formation in online undergraduate programs among CCCU member institutions and establish consensus among experts where
little consensus previously existed. It was assumed from the beginning that spiritual formation was possible in an online course and could occur from a distance. Additionally, it was assumed that spiritual formation is one of the chief aims of Christian higher
education and that Christian universities endeavor to shape students spiritually in online programs to the same degree as brick and mortar programs. Three research questions guided this project:
1. What are the best practices implemented by CCCU member institutions to provide effective spiritual formation in their online undergraduate programs?
2. What can be learned from those exemplars and best practices?
3. What are specific practices that administration and faculty can implement to be intentional about spiritual formation in an online environment?
This project was a mixed methods exploratory sequential design utilizing the Delphi Method. A panel of experts was established and through an iterative three-round process this study identified 30 consensus best practices of online undergraduate spiritual formation used in the CCCU online classroom. The results for all three rounds were provided in chapter 4 in the summary of findings. This iterative process using experts in the field of online undergraduate Christian education provided answers to all three of the research questions. Chapter 4 provides the answer to the first research question by identifying the 30 best practices of online undergraduate spiritual formation among CCCU faculty. The remainder of this chapter provides answers to the second and third research questions and provides analysis of those practices and points of application for
administrators and faculty wishing to be intentional about spiritual formation in an online environment.
Analysis of Results and Implications for Educational Practice
It was not the intent of this study to argue the merits of distance education, to prove whether spiritual formation from a distance could occur, or to even measure spiritual formation in students. It was assumed from the beginning of this research that distance
education in Christian education is an integral part of Christian education in the twenty- first century. It was also understood that spiritual formation from a distance could occur, that many evaluative instruments to measure spiritual formation have been developed, and that institutions of Christian education wish to shape their online students spiritually to the same degree they wish to shape their brick and mortar students. Therefore, this study endeavored to identify the actual classroom practices used by CCCU faculty in their online undergraduate Christian ministry classrooms to positively affect spiritual formation. In doing so, this research project identified 30 consensus best practices of spiritual formation used by CCCU faculty members in their online undergraduate classrooms. An initial reading of these practices could be interpreted as more closely associated with brick and mortar classrooms. As noted in this section, these practices emerged from online educators and the practices they use in their online classrooms and, therefore, these practices contribute to educational practice in the online Christian ministry classroom.
Brick and Mortar or Online Classroom?
In analyzing the data objectively, 19 of the 30 practices identified do not appear exclusive to the online classroom. In other words, although the practices emerged from the activities of online faculty in online classrooms, 19 practices, based on the language, do not appear exclusively limited to the online classroom. If one were to read this list of 19 practices without knowing the research was focused on the online
classroom using online faculty and administrators one might easily assume that these 19 practices came specifically from brick and mortar classrooms. Table 67 lists the 19 practices identified as not immediately exclusive to the online Christian classroom.
Table 67. Practices not immediately exclusive to the online Christian classroom
# Practices
2 Providing lecture and teaching content on the role of each member of the Trinity with an emphasis on the work of the Holy Spirit.
3 Assigning readings that emphasize and/ or model a sensitivity to God's leading.
5 Developing coursework consistent with Scripture thus encouraging spiritual formation which glorifies the Father, exalts the Son, and is led by the Spirit.
6 Establishing the trustworthiness and authority of the Bible through readings, syllabi statements, and/or personal disclosure about one's trust in the Bible.
7 Using the Bible as a primary course text.
10 Intentionally selecting course texts rooted in and referencing the Bible 12 Being personally vulnerable and transparent with sin and grace.
13 Modeling love of others in words, actions, attitude, coursework feedback, and personal online interaction.
15 Creating assignments that emphasize application of faith in all areas of life and avoid dualism (i.e., Sacred vs. Secular).
16 Study and reflection on specific biblical passages related to Jesus' service, sacrifice, and leadership.
17 Structuring reading, writing, and learning activities in such a way as to address the whole person (i.e., mind, body, and soul).
18 Through study and reflection on specific biblical passages related to spiritual growth in mind, body, and soul.
20 Providing a discussion forum on the topics of spiritual gifting and vocational calling.
21 Assigning readings and reflection on specific biblical passages regarding the character and nature of Christ and the Christian life.
24 Study and reflection on specific biblical passages related to the value and importance of the local and global church.
25 Sharing personal stories and case studies of involvement that display the value and importance of the local and global church.
26 Encouraging reading, reflecting, studying, and Christian scholarship in course commentary and assignments.
27 Readings and assignments focused on the discipline of study, the use of the mind, and the Christian intellectual life.
30 Embedding an emphasis on application in comments, questions, and evaluations in all assignments.
Furthermore, the 11 remaining practices out of the 30 best practices identified could be classified as “crossover” practices. These practices, at first glance appear to be exclusive to the online Christian classroom; however, if one were to remove phrases like
“discussion prompts” or “discussion boards,” these eleven practices could easily be
interpreted as practices associated only with brick and mortar classrooms. Table 68 lists the 11 practices identified as potential crossover practices that could be deemed as brick and mortar or online Christian classroom practices.
Table 68. Potential crossover practices
# Practices
1 Providing well framed discussion prompts and introspective questions regarding the reality of God and his leading in individual lives.
4 Personally engaging students with personal examples, illustrations, & stories of the Spirit's leading through chats, emails, and/ or discussion forums.
8 Giving scriptural illustrations and references in course content or professor responses in discussion forums.
9 Requiring students to use Scripture in their responses to discussion prompts or course assignments.
11 Teaching students how to study the Bible and/ or how to use Bible study tools through video forums or recorded lectures.
14 Issuing a clear request for respect and grace toward differing views in online discussion forums.
19 Personal engagement, interaction, empathy, and facilitation in discussion forums by the professor.
22 Modeling the character of Christ, fruit of the Spirit, and ongoing submission and conformity to Christ in online interactions and transparent communication.
23 Providing discussion forums on the biblical understanding of being made in the image of God and being conformed into the image of Christ.
28 Avoiding busy work and focusing on thought provoking and reflective discussion prompts or readings.
29 Providing ample opportunity through a discussion prompt or reflection paper for students to think and reflect on course learning and biggest take-aways.
Despite the fact that it is possible to interpret all 30 practices that emerged in this study as exclusive to the brick and mortar classroom, it is important to note that these 30 thematic practices emerged from specific statements, phrases, and activities provided by experts in online Christian education and spiritual formation. For example, question 1 asked “How, specifically, do you ensure your online students understand spiritual
formation as God-initiated, Christ-centered, and Holy Spirit-led?” One of the summary practices that emerged from answers provided was, “By providing well framed discussion prompts and introspective questions regarding the reality of God and his leading in
individual lives.” If the phrase “well framed discussion prompts” was removed this could easily be interpreted as a practice used in the brick and mortar classroom. “Well framed discussion prompts” could be easily interchanged with “well framed questions.” However, many of the specific words and phrases provided in the round 1 survey clearly indicate that the Delphi panelists answered with their online classroom in mind. One professor indicated they use “intentional discussion prompts and threaded discussions asking follow up questions toward discovering where God is at work in [student’s] lives.” Another professor said they achieve indice 1 through
specific questions which are to be explained in an online journal. Questions like
“How is God leading you in your calling?” or “In what areas of your life are you discerning God's will presently?” These type of questions require students to look inward to the work and movement of God's spirit on their lives and articulate that in a written journal entry.
Still another professor indicated, “The students respond to well-framed prompts in discussion threads and also interact with others in their assigned small groups (4-5 members).” And finally, one professor stated,
In order to help students develop an understanding of the balance between the work of God and the work of the believer in the process of Spiritual Formation I have them reply to the following discussion prompts: 1. What is the role of the believer in the process of sanctification? 2. How do you differentiate between legalism and discipline? In addition, the students view lectures and read on the topic.
An additional example could be noted in question 9 which asked, “How, specifically, do you encourage the communal and relational nature of spiritual formation in your online students?” This yielded practice 19, “personal engagement, interaction, empathy, and facilitation in discussion forums by the professor.” On the surface, this practice could be deemed a crossover practice that would be good practice in both brick and mortar or online classrooms. It is clear, however, that participants answered with the online classroom in mind. One professor stated,
I go through and personally respond to each introduction. I intentionally use this initial discussion as a way to ‘humanize’ our interaction. I am also active in our weekly discussions. I recognize the contributions of my students, clarifying points as necessary or suggesting additional resources. I also will kick questions back to
the class (e.g., “Has anyone else had a similar experience?”). I want students to genuinely contribute to and learn from their peers as part of our online course.
As is in the examples and by the answer this professor provided, the thematic practices that emerged and met consensus are rooted in the practices of experts in the field of online Christian education and spiritual formation at the undergraduate level. As noted in the literature review of this project, in many ways Christian online education will be similar to brick and mortar classrooms and even secular online. All are concerned with effective teaching and learning. Klaus Issler notes, “At one level of analysis, the process of teaching and learning is a common human experience regardless of Christian beliefs and
commitments since all are created in God’s image.”1 However, the Christian worldview and ultimate aim of shaping a Christian way of thinking and living as men and women are introduced to Jesus and transformed into the image of Christ will distinguish Christian education from all other forms of education. Furthermore, while there are similarities and crossover opportunities in pedagogical methods between the brick and mortar Christian classroom and the online Christian classroom, it is clear from the specific practices provided by panelists that they answered with the online classroom in mind. When evaluating the 30 practices that emerged from this research, one must be objective with the data and what appears to be practices that could just as easily describe the CCCU brick and mortar spiritual formation classroom. However, it cannot be forgotten that the
questions in round 1 asked online faculty and administrators for practices they use in their online classrooms to effectively advance spiritual formation. What emerged were online practices used by online CCCU faculty and administrators in online CCCU undergraduate classrooms to positively affect spiritual formation.
1David S. Dockery, Faith and Learning: A Handbook for Christian Higher Education (Nashville: B & H, 2012), 98.
Implications for Educational Practice
The 30 practices that were identified in this study both affirm the literature review of this project and advance online Christian education. As articulated in chapters 1 and 2, Christian education is notably distinct from secular institutions of higher education primarily because of the starting point Christian education begins with and the product Christian education aims to produce. Christian education begins with God, is grounded in the Christian worldview, submitted to the trustworthiness and authority of the Bible, centered on Christ as king, and aimed at producing students with a distinctly Christian way of thinking and living all for the purpose of cultural engagement and kingdom
advancement. Theoretical frameworks and practical application overflow out of this theological educational identity. The practices identified in this research follow this same pattern. While all are focused on spiritual formation and emerged out of the CCCU indices of spiritual formation, each of the 30 practices of online spiritual formation identified in this project can be grouped according to four imperatives:
1. Rooting online spiritual formation in scripture is essential 2. Collaborative online learning environments are crucial 3. The role of the teacher in online spiritual formation is critical
4. Transformation of the learner and application to the world is paramount
Rooting online spiritual formation in Scripture is essential. Underlying all of the practices identified in this project is an understanding that Christian education overflows from a Christian worldview foundation rooted in Scripture and that spiritual formation must be directed back to Scripture. As noted in chapter 2, the Christian worldview is not arbitrary or self-determined. Instead, it is a revealed worldview rooted in the Bible. Christian education is intended to reflect Christian theological beliefs and convictions. Each of the panelists in this study affirmed their understanding that “the Bible is central and authoritative for Christian faith and life.”2 Furthermore, they each
2
provided evidence of this commitment in the specific wording and phrasing in their round 1 survey answers, which was further evidenced in the 30 practices that emerged in rounds 2 and 3. One panelist stated, “Not all students come to [my] course with knowledge of or a commitment to the Bible. That’s why I will usually start my courses with an
explanation of my approach to the course. I disclose what I believe about the Bible and why I believe it.” Another articulated that they “choose course materials carefully to ensure that students are presented with critical Christian scholarship that encourages their understanding and trust in the Bible as God’s Word.” Still another explains, “In my online classes, part of the course is establishing the trustworthiness of the Bible. We also use it and treat is as an authoritative source in the courses, using it as a basis for the course and the topics in the course.” Yet another panelist affirmed the commitment all panelists held toward rooting their students in the Bible through personal engagement and interaction when they noted,
I also incorporate assignments that prompt students to deal with Biblical passages directly. In all my classes, I try to focus on the Bible itself, rather than theories about the Bible. I want students to have an experience with God through a study of the Bible, and I encourage that in my instructions and feedback. So in all my classes, I have assignments and discussions that focus directly on passages and topics from the Bible. I want students to get the experience of dealing with Scripture directly and within a community of Christian learners that support and encourage one another.
It is clear that the panelists in this study understood the importance and essential nature of rooting their educational purposes, pedagogy, and formative practices in the guiding narrative of the Bible. While all of the 30 practices that emerged were born out of a commitment and affirmation of the Bible as central and authoritative, thirteen practices specifically emphasized the importance of grounding online spiritual formation in the authority of Scripture. These practices ranged from a focus on the content of Scripture to the use of Scripture by professor or student in the online classroom. Table 69 displays the practices that emphasized the essential nature of rooting spiritual formation in the
authority of Scripture.
Table 69. Online best practices of spiritual formation categorized according to the importance of rooting in the authority of Scripture
# Online Best Practice
2 Providing lecture and teaching content on the role of each member of the Trinity with an emphasis on the work of the Holy Spirit.
5 Developing coursework consistent with Scripture thus encouraging spiritual formation which glorifies the Father, exalts the Son, and is led by the Spirit.
6 Establishing the trustworthiness and authority of the Bible through readings, syllabi statements, and/or personal disclosure about one's trust in the Bible.
7 Using the Bible as a primary course text.
8 Giving scriptural illustrations and references in course content or professor responses in discussion forums.
9 Requiring students to use Scripture in their responses to discussion prompts or course assignments.
10 Intentionally selecting course texts rooted in and referencing the Bible
11 Teaching students how to study the Bible and/ or how to use Bible study tools through video forums or recorded lectures.
16 Study and reflection on specific biblical passages related to Jesus' service, sacrifice, and leadership.
18 Through study and reflection on specific biblical passages related to spiritual growth in mind, body, and soul.
21 Assigning readings and reflection on specific biblical passages regarding the character and nature of Christ and the Christian life.
23 Providing discussion forums on the biblical understanding of being made in the image of God and being conformed into the image of Christ.
24 Study and reflection on specific biblical passages related to the value and importance of the local and global church.
Collaborative online learning environments are crucial. Healthy online learning occurs in effective learning environments and engaged learning communities. As noted in the literature review of this project, Mark Maddix and James Estep affirm that online education can be done and done well, but it is best achieved through the generation of learning communities.3 Maddix and Estep suggested, however, that further research and greater clarity was needed on how spiritual formation could be accomplished and facilitated in online contexts. The results of this research project provide 10 best practices used by experts specifically centered on collaborative online learning environments.
3Mark A. Maddix, “Developing Online Learning Communities,” Christian Education Journal 10, no. 1 (March 2013): 139.