A study of student readiness for online learning in the Non-Traditional Hours Program at the Samuel Dewitt Proctor School of Theology of Virginia Union University
Mary Hunter Young, Union Theological Seminary & Presbyterian School of Christian Education, United States
Union Theological Seminary & Presbyterian School of Christian Education . Awarded
This dissertation investigates existing instruments for assessing readiness for online learning in higher education and their applicability when used to assess the readiness of non-traditional theological students.
Criteria for selecting an appropriate instrument is developed and described. Once criteria is developed, an appropriate instrument is selected and used with students in the Non-Traditional Hours (NTH) Program at the Samuel DeWitt Proctor School of Theology of Virginia Union University (STVU) in Richmond, Virginia. The thesis for this research is that existing instruments in use in higher education that assess readiness for internet-based online learning provide valid and useful means for assessing the readiness of students enrolled in the NTH Program at STVU.
The Samuel DeWitt Proctor School of Theology, located in Richmond, Virginia, is the graduate school affiliated with Virginia Union University, an historically Black liberal arts institution with an enrollment of 1,000 undergraduate students and 330 graduate students. Originally founded by the American Baptist Churches, USA, STVU is associated with the Richmond Theological Consortium (RTC), a cooperative union that also includes Union Theological Seminary and Presbyterian School of Christian Education (Union-PSCE) and The Baptist Theological Seminary at Richmond (BTSR). The seminary is accredited by the Association of Theological Schools in the Unites States and Canada (ATS) and the Southern Association of Colleges and Schools (SACS).
The research utilizes a sample with characteristics and a demographic composition that are unique to the students at the case study institution. The size and composition of the sample is limited to the enrollment of students in one course held during one semester. In that course, at least thirty percent of the delivery format involved web-based learning, in keeping with the definition of a blended/hybrid course.
This dissertation concludes with a summary of findings from the research conducted at the case study institution and makes recommendations for future areas of investigation involving the selection of instruments for assessing online learning readiness among non-traditional students in theological education in general and the students at STVU in particular.
Young, M.H. A study of student readiness for online learning in the Non-Traditional Hours Program at the Samuel Dewitt Proctor School of Theology of Virginia Union University. Ph.D. thesis, Union Theological Seminary & Presbyterian School of Christian Education.
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