Abstract
Designing courses which enhance the holistic formation of students, integrating knowledge, skills, competencies, capacity for reflection, judgment and moral choice, brings challenges for learning design, particularly in distance and online learning contexts. In theological education these challenges are widely discussed, yet there are not yet evidence-based design principles for designing online courses to support student formation in these contexts. We used a design-based research approach to collaboratively develop, implement, and evaluate a complex design solution to support and enhance holistic student formation at an Australian theological college. Over three cycles of implementation we collected data from students and educators on the impact of 21 asynchronous online subjects on student formation, and iteratively reviewed the design conjectures. Through this iterative process we identified which design elements and pedagogies were effective in contributing to holistic student formation and developed ten design principles. These principles and the reflections offered on the process of refining design conjectures into design principles will be of interest to educators and designers in theological and other online learning contexts which aim to support holistic student formation.
Published Version
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