Critique
The Associated Canadian Theological Schools offers education at masters for pastors, counselors and other areas. The education results are rough and desire complicated papers. When ACTS was created in 1988 it needed that the entire programs one to attain a credit. The program went on till the 1990s when the World Wide Web was introduced made it possible to offer an online sessions.
This made it possible for a large number to enroll. There are some challenges on the form of delivery. There are no first, present online courses, there is a lack of platform and few individuals with the Web presence required it. The web sites were protected with a password, this was not ideal as it took a long time to acquire revisions and there little control over the model and layout.
The online education program for the pastors in undergraduate programs would not take into consideration unhealthy spiritual focuses, nonworking family models or spiritual resources. It is believed that training counselors to handle and apply spiritual aspects in the sessions may elevate the welfare. Spirituality has to be understood as being part of human aspect. If they are not handled there is no way that they are going to be competent in handling spiritual matters.
William Badke (2008). Associated Canadian Theological Schools: Building an Online Graduate Information Literacy Course Without a Blueprint. Public Services Quarterly, Vol. 3, Iss. pp. 3-4.
The Associated Canadian Theological Schools is an article that handles in teaching online courses as an alternative to the live course. The online course was not present in the prior time. A sense of trial and error has brought about an elevated offering with the intended method which is focused on the learner and is interactive. There is skill growth by the application of assignments with the help of topics chosen by the student.
The article is reliable in that it offers an in-depth view on the online courses with regard to pastors. It offers the readers the implication of online courses in what benefits and what does not benefit the learners who in this case are the pastors.
The Christian higher education is affected with keeping traditional culture and application of other delivery systems. The people in church of the online learning for the pastors in undergraduate courses are faced by the impact of finance, accrediting, staffing, student desire and viewpoint.
It is seen that the numbers of pastors going to learn would increase and will be faced by the challenge meeting them where they stay or work. The institution has to assess its mission and vision so as to make it possible that it is in accordance with the new choice of delivery system that follows the institution. Conflict between the mission and vision might be in conflict, the executive committee ought to be able to evaluate the readiness of the institution to familiarize to online Christian education. The size of courses would be determined by the accreditation levels, available technology and willingness to change course that would be quite hard.
The relevant technology would be hard. The online and hybrid course need some technology pieces and staff to help with the learning. When the application of new technology comes into work, there are a number of challenges that may be experienced; not noting the ability and effect of new technology, inadequate reaction, and underutilization of new technology through forcing it into the hurdles of a prior model of understanding. The other issue is the matter of finances; there is the issue of who is to pay for the large sums of money and the cost of maintenance, there is the issue of training.
Tobin, T. J. (2004). Best practices for online information-literacy courses. [Electronic version]. The Journal of Interactive Online Learning, 2(4).
The article looks into the remote access of resources which has become relevant in academic libraries brought about by increase of online education. By the application of instructions courses, librarians are to be available on site. There are a number of challenges that are there for the remote user: there are perceived attributes of a virtual patron and other limitations that are available. The article is useful in assessing the viability of an online learning course and what ways to be prepared for it.
References
Linn, M. C. (1996). Cognition and distance learning. Journal of the American Society for Information Science, 47(11), 826-842.
Tobin, T. J. (2004). Best practices for online information-literacy courses. [Electronic version]. The Journal of Interactive Online Learning, 2(4).
William Badke (2008). Associated Canadian Theological Schools: Building an Online Graduate Information Literacy Course Without a Blueprint. Public Services Quarterly, Vol. 3, Iss. pp. 3-4.
