Searching for the Truth about Online Education

"Love it or hate it, on-line learning is here to stay," says Sam Simmons, a co-founder of a fully on-line seminary.

"What may have been considered a fleeting trend just a few years ago has become nothing less than a learning revolution," he said.

Simmons, a seminary professor who taught courses via the Internet over the past decade, sets the record straight on five myths that discredit online education.

The first myth he cites is that "on-line learning is impersonal." Simmons points out that the related myth is that traditional classroom learning is personal.

"It is not uncommon for a student to sit in a traditional classroom, listen to a professor, take notes, and complete exams without ever speaking to the professor or engaging in conversation with classmates,” Simmons says. “What's so personal about that?"

However, the seminary professor does find on-line classes to be more personal than traditional classes because students are required to engage each other weekly.

"There is no place to hide,” he says. “Being quiet is not an option."

According to Simmons, discussions will less likely by dominated by the few students who were able to think quickly and articulate well in front of others.

"On-line learning levels the playing field," he says.

The second myth Simmons notes is that "on-line learning is unproven and still experimental."

For over a decade now, top accrediting agencies have recognized fully on-line degree programs begun by virtual universities and established institutions.

"Virtual learning is now accepted as a credible and useful form of education," Simmons says.

Myth 3 is that "Practical ministry competencies cannot be taught online," but this again has a related myth - that the traditional classroom can teach practical ministry competencies.

People learn how to practice ministry in their local field, rather than the classroom. Therefore, isn't it better to have students stay put in their fields and learn online?

According to Simmons, "On-line learning creates a learning community of learners who are doing ministry in churches all over the world. The discussion is not hypothetical. The application is not years away."

Myth number 4 is that "On-line learning is not as effective as the traditional classroom." However, studies shows that effective learning is determined by the teaching approach, not so much face to face interaction.

Finally, myth number 5, Simmons claims, is that "On-line learning is not needed within seminary education."
However, as Simmons notes, there is urgency for seminaries to accept on-line training as valid because churches today are more likely to look within their congregations for ministry staff rather than hiring from a list of recent seminary graduates. And as it is unlikely that a new staff member will leave the ministry field for years to attend a far-off seminary campus, seminaries would do well to change their policies quickly.

"Though the traditional campus approach remains the best option for some, on-line ministry learning is a way for seminaries to take training to the churches," he says.

Simmons points out that the seminary exists for the church and believes seminaries must adjust to the needs of churches rather than the other way around.