A Historical and Socio-Cultural Analysis of Distance Education in the United States with Implications for Distance Theological Education in Africa

Abstract

This paper addresses the problem of the uncritical use of distance education strategies in theological education programs throughout the developing countries of Africa. Such a use of distance education ignores underlying historical and socio-cultural differences between the educational situation in the United States and that in Africa. To address this problem, the paper first identifies and analyses certain major historical and socio-cultural forces and trends that have shaped distance education in the United States. This is accomplished by means of a case study of Charles Wedemeyer and his influence on distance education. It then compares these forces and trends with those in developing African countries. It concludes that, when using distance education strategies, theological educators must critically take into consideration these fundamental differences and adapt distance education practices to the unique African context. Practical suggestions are then offered to aide the theological educator in responsibly implementing distance education in Africa.