BUT CAN YOU TEACH
THEOLOGY PROPERLY ON THE
WEB?
Joan Robson
Faculty of Education
Australian Catholic University
PO Box 256, Dickson, ACT 2602.
j.robson@signadou.acu.edu.au
‘… but you can’t teach theology
on-line’
Unique aspects of theology
•
•
•
•
•
•
•
•
Study of the Bible
Ecclesiology
Systematic theology
Moral theology
Spirituality
Practical theology
Faith
Belief
Goals
Assessment
Task
Aimed at goal
Value
1. explain the nature and processes of biblical revelation
2. describe the place of the bible in Christian faith and life
3.
identify the historical and cultural settings from which the Christian and Hebrew
Scriptures emerged
4. develop skills for interpreting the biblical text.
 Essay – 2000
words
 Exposition
3
 1, 2, 4
 50%
 50%
Christian Community
experience
1. record a practical experience of the meanings and values implied in theological study
2. appreciate such experience as data for further theological reflection
3. exercise initiative in theological communication within the concerns and interests of the
chosen situation
4. articulate the theological value of what they have explored
 Journal
 Seminar

Christian
Community
experience
 1, 2, 3, 4
 1, 2. 3. 4
 1, 2. 3. 4
 50%
 50%
Foundations of
Christian Faith
1.
2.
3.
4.

Response to
reading – 1500
words
 Essay – 2000
words
 1, 2, 3, 4
 1, 2, 3, 4
40%
60%
Issues in Christian
Ethics
1. recognise and articulate the distinctiveness of Christian ethics
2. evaluate the usefulness of the various sources of Christian ethics in the contemporary
setting
3. examine and analyse contemporary theological views regarding conscience
4. apply their knowledge and skills in Christian ethics to specific issues in contemporary
society
5. demonstrate their skills in ethical reasoning

Situational
analysis
 Book review

Case study
presentation
 Essay – 1500
words








1. describe the religious and socio-historical context of Matthew’s Gospel
2. identify key narrative themes and characteristics within the text
3. identify the various reading communications represented in the text
4. explain the way narrative themes convey the theological aims discernible in the text
5. use the skills of historical-critical, narrative, and social-scientific critical exegesis in a
study of selected texts
 Essay – 2000
words
 Essay – 2000
words
 1, 2, 3, 4, 5
 1, 4, 5
Biblical Studies
World and Lit of Bible
Christian Morality
Synoptic Gospel
reflect theologically on the human condition
explain the significance of Jesus Christ within a Christian theology of revelation
identify and be familiar with the principal Catholic teachings
describe the nature, mission and structures of the Church
4, 5
1, 3
4, 5
1, 2, 3, 5
25%
15%
30%
30%
 50%
 50%
Tasks to be facilitated
analyse
apply knowledge
apply skills
appreciate
articulate
demonstrate reasoning
describe
evaluate
examine
exercise initiative
explain
identify
interpret
recognise
record
reflect
How do students learn?
•
•
•
•
Teaching as a catalyst
Forms of learning – cognitive, psychomotor, affective
Other students
Motivation
How do students learn theology?
•
•
•
•
•
access to content
lecturer to guide
immediacy of a regular face-to-face commitment
immediate feedback
watching an academic think in response to questions
from students
• interaction
• practical work in the field
What motivates students to learn
theology?
•
•
•
•
Inspiring lectures
Group discussions
Theological applications
Faith-based considerations – prayer, worship
What can on-line teaching
provide to accommodate this?
•
•
•
•
•
•
Interaction
Role of teacher
Practical applications
Openness
Context
Individualisation
Task
Possible on-line alternatives
Biblical Studies
 Essay – 2000 words
World and Lit of Bible
 Exposition
 Material accessed on-line/off-line. Submit, post essay on-line either publicly or to the lecturer.
 Video-streaming/video-conference/computer-conference/post paper then monitored on-line
discussion
Christian Community
experience
 Journal
 Seminar
 Christian Community experience
 Material accessed on-line/off-line. Submit, post journal on-line either publicly or to the lecturer.
 Video-streaming/video-conference/computer-conference/post paper then monitored on-line
discussion
 On-line contact with other Christian groups
Foundations of Christian
Faith
 Response to reading – 1500
words
 Essay – 2000 words
 Material accessed on-line/off-line. Submit, post response on-line either publicly or to the
lecturer.
 Material accessed on-line/off-line. Submit, post essay on-line either publicly or to the lecturer.
Issues in Christian Ethics
 Situational analysis
 Material accessed on-line/off-line. Submit, post analysis on-line either publicly or to the lecturer.
 Book/on-line material accessed on-line/off-line. Submit, post review on-line either publicly or to
the lecturer.
 Material gathered on-line/off-line. Presentation by video-streaming/video-conference/computerconference/post paper then monitored on-line discussion
 Material accessed on-line/off-line. Submit, post essay on-line either publicly or to the lecturer .
 Book review
Christian Morality
 Case study presentation
 Essay – 1500 words
Synoptic Gospel
 Essay – 2000 words
 Essay – 2000 words
 Material accessed on-line/off-line. Submit, post essay on-line either publicly or to the lecturer.
 Material accessed on-line/off-line. Submit, post essay on-line either publicly or to the lecturer.
Conclusion
• Possible
• Not currently maximised
• Individual nature of subsections of a discipline,
students, context
Students, teachers, institutions should
• Use appropriate technology
• Use appropriate teaching/learning strategies
To
• Expand on-line teaching
• Better support
• A bigger range of learners