eLearning Industry Association of Victoria

After 18 years of traditional teaching, Brian Edgar moved into a predominantly electronic teaching role in July 2007. As Professor of Theology at Asbury Theological Seminary in the USA, Brian teaches most of his classes from home in Lilydale, Melbourne, to students across the USA.

Through Asbury, Brian and his students use the open source software Moodle to teach, learn and communicate. Each class has its own section where members are given their reading and assignment work, and where they can hold discussions with each other and their teacher.

“Intuitively, I believe it enhances their learning but I don’t have any independent evidence of that. However, student feedback indicates that they believe it helps their learning,” stated Brian.

Brian and his students can log in whenever it suits them, rather than having set lecture times, so there is great flexibility. At the same time, Brian can monitor each student’s online access so he actually has greater awareness of their progress and efforts than he did in lecture situations.

“I find I have more contact with students than I used to, and it is much easier to spot someone who is not coping or falling behind,” said Brian. “Students also understand there is a group there willing to help them so they are more willing to ask for help, and sooner.
It is also harder for students to skip class online!”

Students can also see if Brian has accessed their work and discussions, even when he doesn’t leave any comments for them. This gives them confidence of his interest and availability, as well as ensuring everyone logs in regularly.

Asbury Seminary offers graduate courses to train people in a range of pastoral roles across a range of Christian denominations. Students tend to be more in their mid 20s or older.

“Older students make for a greater depth and maturity in the discussion, which I love,” said Brian. “I expect this sort of eLearning would work at least as well with under-graduates. In fact, I think younger students would understand the technology better so eLearning may be even better for lower levels of academia than higher levels.”

Many students are already involved in their community or with a family so the extension programs are an important option for them, and the college offers the same option to faculty as part of their commitment to the online process. Asbury has 65 fulltime faculty, of which four roles are currently off campus.

Brian teaches on campus two or three times a year, but these are separate classes to those he conducts online although some students may be in both classes. Brian and his students sometimes chat via Skype to see each other, but the lack of visual contact doesn’t hinder the relationships between the class members.

“Some people tend to find online learning impersonal,” said Brian. “But that’s not so, perhaps it is even more personal online. Most of my on-campus students I never really knew, but I know all my online students.  It is compulsory for my students to relate their studies with their current life so they are all answering questions and entering discussions at least once or twice a week.

“And I have a lot of one on one time with my students. In fact, I sometimes find the distance allows students to tell me more than they would have in a classroom – it’s almost confessional.”

On-campus classes at Asbury also make use of online discussions and resource sharing so the distinction between on and off campus study is already blurring.

“Teaching on campus was enjoyable and a valuable experience,” ponders Brian. “But a change is a good thing and I am excited by the online possibilities. The online teaching is very enjoyable to do and the personal flexibility is a great lifestyle!”