M.Ed.

Prof. W.J. Hattingh Prof. H. Viviers

An international survey was conducted to assess theological higher education via distance learning as perceived by graduates of Trinity College and Theological Seminary's (Trinity) doctoral programs. The purpose of the study was to determine student-perceived strengths and weaknesses of Trinity's doctoral-level distance education theology programs. Also, the future of distance-learning mediated programs of theological higher education was speculated. A random sample of 400 doctoral recipients was selected from the population of 802 doctoral recipients who graduated from Trinity between the years of 1969 and March 1998. A mailed questionnaire was used to collect data. A total of 203 (50.0%) were returned. Frequency counts, percentage distributions, and chi-square tests of goodness-of-fit were employed to analyze the data. A profile of the modal type of student who would participate in theological distance education at the doctoral level was developed from the demographic variables queried. Responses to questions regarding respondents' educational experiences and coursework were solicited as well. Respondents identified five primary strengths of Trinity's distance education doctoral programs as: the convenience of the program; the immediate application of course content to personal and professional endeavors; the quality of education provided; the Biblical groundedness of the curricula, the materials, and the faculty; and the required reading and research. The three predominant weaknesses of Trinity's distance education doctoral programs as identified by program graduates include: the lack of interaction between students and faculty; the lack of regional accreditation; and course repetitiveness meaning that some courses offered repeated content from prior studies at a lower educational level. It was concluded that the future of theological higher education via distance learning is promising. Trinity has emerged as a dominant distance learning institution as a result of its continued exploration and advancements. However, Trinity and other similar distance education institutions must continually and consistently evaluate their programs and their students' expectations in an effort to transition theological distance education into the 21 st century.

The knowledge-driven, network society is founded upon technology. Educators need to implement technology effectively into the three main pillars of education, namely teaching, learning and assessment. This would assist students to become independent, confident and motivated life-long, self-directed learners that can use technology effectively in an educational environment. It would also ensure that graduates are able to become change agents, transferring their knowledge, skills and values to others in their communities. Alternative assessment methods that are technology driven could enable both educators and students to become more effective in a network society. This study advocates the use of alternative assessment methods by using technology driven assessment tools for possible replacement of traditional, paper based and "one size fits all" assessment methods within the subject field of Theology. Document analysis was used in a broad sense to evaluate technology-based multimedia documents. Ten documents were identified and evaluated as possible alternatives for traditional assessment methods. Inter-rater reliability ensured that the investigation provided constant estimates and results. The SECTIONS model used for this evaluation provided opportunities to include criteria important for higher education, the use of technology and subject relevant information to ensure that the evaluation was done with a specific purpose and scope in mind; to find technology-based tools that can substitute traditional assessment tools in order to enhance effective education to students. / Educational Studies / M. Ed. (Open and Distance Learning)

The knowledge-driven, network society is founded upon technology. Educators need to implement technology effectively into the three main pillars of education, namely teaching, learning and assessment. This would assist students to become independent, confident and motivated life-long, self-directed learners that can use technology effectively in an educational environment. It would also ensure that graduates are able to become change agents, transferring their knowledge, skills and values to others in their communities. Alternative assessment methods that are technology driven could enable both educators and students to become more effective in a network society. This study advocates the use of alternative assessment methods by using technology driven assessment tools for possible replacement of traditional, paper based and "one size fits all" assessment methods within the subject field of Theology. Document analysis was used in a broad sense to evaluate technology-based multimedia documents. Ten documents were identified and evaluated as possible alternatives for traditional assessment methods. Inter-rater reliability ensured that the investigation provided constant estimates and results. The SECTIONS model used for this evaluation provided opportunities to include criteria important for higher education, the use of technology and subject relevant information to ensure that the evaluation was done with a specific purpose and scope in mind; to find technology-based tools that can substitute traditional assessment tools in order to enhance effective education to students. / Educational Studies / M. Ed. (Open and Distance Learning)