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...he second stream of data relates to the observation of instructor interaction within thesonline classroom. The data collected within this portion of the study utilized the ConstantsComparison Method (=-=Lincoln & Guba, 1985-=-) as general categories of interactions can besdiscerned based upon the role the instructor is known to take part of within the classroom. Thesesareas include: a) completion of administrative duties a...

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... Stake (1995) identified this type of case study approach as a CollectivesStudy.sThough case studies often focus on an individual event it may be appropriate at times toslook at multiple occurrences (=-=Baxter & Jack, 2008-=-).sYin (2003) identified that this may besappropriate in order to identify recurring results from a similar environment or potentiallyspredictable differences.sAs the format of this study utilized the...

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...his particular study utilized the case studysapproach for analysis.sThe data as a whole was analyzed and drew upon reoccurring themesswhich were present in the data as it emerged from collected data (=-=Tellis, 1997-=-).sThis wassprimarily seen through the interviews and open ended surveys with the participants of this study.sThe data was thoroughly combed through to identify specific practices, reflections, andsre...

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... their interactions and the differences that are made as a result.sOnlinespedagogy stresses the importance of the instructor serving not only as a proctor, but as asfacilitator (Rovai & Barnum, 2003; =-=Swan, 2002-=-); therefore, my understanding of socialsconstructivism places a high importance upon every potential online interaction.sThough somesmay see Discussion Boards as the equivalent of an attendance grade...

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...nagement (Zawacki-Richter, Backer, & Vogt, 2009).sThe instructor may notsunderstand or does not believe that interaction is an important aspect of online courses due to thisslack of theoretical base (=-=Rovai, 2002-=-; Woo & Reeves, 2007).sRovai (2002) also identified asswell that some instructors believe they can simply set up the course and let it run itself.sMillers(2001) identified that continual guidance by t...

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...rovides an examination of a currentsenvironment in which the various interactions that take place can be recorded within their properscontext by providing a corresponding rich and detailed narrative (=-=Stake, 1995-=-; Yin, 2003).sNandi, Hamilton, and Harland (2012), conducting a case study investigating the quality of onlinesinteraction, stated that the use of a case study should be utilized “where the investigat...

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...sbeing purposeful with their interactions and the differences that are made as a result.sOnlinespedagogy stresses the importance of the instructor serving not only as a proctor, but as asfacilitator (=-=Rovai & Barnum, 2003-=-; Swan, 2002); therefore, my understanding of socialsconstructivism places a high importance upon every potential online interaction.sThough somesmay see Discussion Boards as the equivalent of an atte...

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...elopment is dependentsupon the work of the Holy Spirit in the life of one professing Christ as Lord.sIt may be appropriate to weigh Maslow’s Hierarchy of Needs with Fowler’s FaithsDevelopment Theory (=-=Fowler, 1981-=-) which identifies a progression in which individuals maturesin the faith in a series of seven stages. The stages move from a basic and intrinsic trust in thesuniverse to self-identification of one’s ...

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...nteraction.sWhen this is done theslearner increases in both autonomy and in collaboration.sThe student becomes more engagedswhich leads to a greater sense of community and learning within the course (=-=Jung, 2001-=-).sCommunity and social interaction play a key role in establishing a learning environment.sVygotsky (1978), a social constructivism theorist, advocated that any method of learning muststake place wit...

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...pose of establishing community.sThe establishment of communitys23sis the result of interaction between the learner with the content, learner with the instructor, andsthe learner with other learners (=-=Woo & Reeves, 2007-=-). Though research indicated the need forsthe instructor to play the role of facilitator (Davidson-Shivers, 2009), the focal point ofscommunity still rests within the learner’s interaction with other ...

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...ioussestablishment (Astin, Astin, & Lindholm, 2011).sOne who is “spiritual” has a greater connectionswith intangible realities and may be more in touch with sensitivities towards humanity in generals(=-=Love & Talbot, 2009-=-). Love and Gareth (2004) reported that spirituality existed prior to anysform of organized religion, contrary to evangelical Christianity, and, in part, exists within thescontext of community.sAstin ...

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...the level of dialogue which will then affect perceived learning.sStudents must beschallenged to have a deeper level of discourse which can be done by providing critical feedbacksand giving direction (=-=Menchaca & Bekele, 2008-=-).sXie et al. (2006) stated that the instructor’ssattitude towards the Discussion Board also contributed to the student’s overall feelings towardssperceived learning.sIf the student saw online discuss...

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...ntributed to the student’s overall feelings towardssperceived learning.sIf the student saw online discussion as important, then they also saw asconnection with the overall significance of the course (=-=Xie et al., 2006-=-).sPerceived learning was not always identified as having a direct correlation with sense ofscommunity.sOuzts (2006) found that even though students may indicate they learned from thescourse, they may...

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... studies and course designs suggest that peer interaction is the mostsimportant aspect of establishing community; however, current research does not always holdsconsistent with this line of thinking (=-=Lapointe & Reisetter, 2008-=-).sFurthermore, the studysrevealed that students did not feel as if interactions with their peers were important nor improvedstheir learning experience.sThese students indicated that they are not seek...

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...ot surprising as greater instructor interaction in relation to thesDiscussion Board (Xie, Debacker & Ferguson, 2006) and high quality interaction which may besseen through the grading of assignments (=-=Hill, Song, & West, 2009-=-; Beasley, 2007) would havesa great impact upon the student’s perceived learning. It would be consistent that this too wouldsinclude the manner in which a student was encouraged to consider and intera...

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...the greatest hindrance to the establishment ofscommunity. However, the instructor can compensate for this by providing direction and evens36sassist in decision making skills (Bliss & Lawrence, 2009; =-=Brindley, Walti, & Blaschke, 2009-=-).sWightin et al. (2008) also suggested that providing informal discussion forums may help studentsswho are less motivated and desire more collaboration within their studies.sIn order to develop commu...

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... of community may be present.sReview of the LiteraturesInstructor InteractionsQuality of interaction between the instructor and the learner provides a suitablesenvironment for learning to take place (=-=Nandi et al., 2012-=-).sFurthermore, the researcherssconcluded within their study that interaction should not be weighted heavily to one party, butsshould be an equal balance of interaction with the instructor guiding the...

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...udentsswho are less motivated and desire more collaboration within their studies.sIn order to develop community and critical thinking, students can also be utilized assfacilitators within the course (=-=Baran & Correia, 2009-=-). By doing so, students take ownership ofsthe task and feel a greater need for interaction.sThe study identified above found that even insthese situations the instructor provided a model at the begin...

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...kin, Dalessandro, Snyder-Suhy, & Janstova, 2007).sA key component of thesstudent’s success is not only their experience within an individual course, but their overallsexperience with the institution (=-=Moloney & Oakley, 2010-=-). This mission and goal of thesinstitution should not only be reflective of the residential program, but also the online programs.sMoloney and Oakley (2010) focused on the institution’s need to incor...

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...rsonal experience with the sacred, which can be experienced anywhere.sReligion,son the other hand, is about an organized community of faith, with an official creed, and codes ofsregulatory behavior” (=-=Tisdell, 2008-=-, p.28). The author identifies that spirituality is thus related tosfinding one’s own being in the midst of conflict or life events.sA movement is even present to estrange spirituality even more from ...

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...it is used in relation to secular and non-secular institutions. Secular institutions relate thesterm heavily with one’s own personal spiritual quest, unrelated to any type of religioussestablishment (=-=Astin, Astin, & Lindholm, 2011-=-).sOne who is “spiritual” has a greater connectionswith intangible realities and may be more in touch with sensitivities towards humanity in generals(Love & Talbot, 2009). Love and Gareth (2004) repor...

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...lping us shape our teaching and involvement with members of religiousstraditions.sMovement in stage development, properly understood, is a byproduct ofsteaching the substance and practices of faith. (=-=Fowler, 2004-=-, p. 417)sIn the case of an evangelical institution, it would seem natural to gage whether spiritualsdevelopment is taking place as one should grow and mature in their faith; however, it should notsbe...

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...ine learning is that courses have not been designed with a theoretical base.sThe vast majority of current research is focused on teaching and learning in contrast to theorysand technology management (=-=Zawacki-Richter, Backer, & Vogt, 2009-=-).sThe instructor may notsunderstand or does not believe that interaction is an important aspect of online courses due to thisslack of theoretical base (Rovai, 2002; Woo & Reeves, 2007).sRovai (2002) ...

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...ractice as articulated by an evangelical Christian worldview and seek toschallenge students in their current beliefs for the purpose of being in proper relationship withsChrist – to be more like Him (=-=Ma, 2003-=-; Morris, Beck, & Smith, 2004; Rhea, 2011; White, 2006;sWilhoit, Setran, Ratcliff, Haase, & Rosema, 2009).sThis study sought to explore the varioussmethods employed by the instructor in an attempt to ...

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...sdoes not end there.sIts overall mission serves not only to provide a focal point for the academicsexperience, but to further refine the purpose between the institution and its primary stake holderss(=-=Abelman, Atkin, Dalessandro, Snyder-Suhy, & Janstova, 2007-=-).sA key component of thesstudent’s success is not only their experience within an individual course, but their overallsexperience with the institution (Moloney & Oakley, 2010). This mission and goal ...

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... of the Integration of Faith and Learning.”sAs well, the questions were based in part on models of spiritual development and related back tosroles that instructors play in guiding students to growth (=-=Hindman, 2002-=-; Shore, 2007; Willett,s2010).sThe focus of the interview guide was to identify the instructor’s own perspectives as itsrelated to spiritual development, the level of importance that they placed withi...

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...unication taking place within the classroom such as low instructor interaction, primarily insthe areas of Discussion Boards.sThe purpose of interaction must lead to a specific and identifiedsoutcome (=-=Wanstreet, 2006-=-).sDavidson-Shivers (2009) indicated that the primary type ofsinteraction taking place between instructors and students is found within the grade book andsinteraction initiated by the instructor outsi...

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... type of language and technical jargon which is utilized.sThis difficulty insinteraction is highlighted by the lack of contextual clues which are perceived by students withinsa traditional classroom (=-=Gerber et al., 2005-=-).sThis can be mitigated by intentionality of thesinstructor.sDennen, Darabi, and Dr. Smiths(2007, p. 77) identified three specific practices whichsshould be adopted by instructors for clear communica...

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...alued, and dynamic discussions in an online course lead tosthe formation of a virtual learning community where students interact and support each other” (p.s39).sThe authors also warn that “lurkers” (=-=Nagel, et al., 2009-=-, p. 49) pose a threat to thesdiscussion and formation of community, as it sets a pattern for other students to be isolated andsobservers-only.sThe interaction that takes places within the course can ...

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...uraging in-depth interaction with questions pertaining tosone’s faith, they are not only fostering an environment which benefits academic growth, butsspiritual development (Lowe, 2010; Maddix, 2010b; =-=Ripley et al., 2009-=-).sThis study relates specifically to the role of the instructor with the establishment and thesfacilitation of spiritual development in an online environment.sSpecifically, the purpose of thissqualit...

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... students in spiritual development is met through such avenues asscourse instruction, faculty and staff interaction, Student Affairs and Spiritual Life Departmentsprogramming (Muntz & Crabtree, 2006; =-=Seifert & Holman-Harmon, 2009-=-).sHowever, there aresdifferences in the manner in which online students are engaged. Liberty University does notsrequire online students to attend convocation though it is required for residential st...

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...rs as being potentially the greatest hindrance to the establishment ofscommunity. However, the instructor can compensate for this by providing direction and evens36sassist in decision making skills (=-=Bliss & Lawrence, 2009-=-; Brindley, Walti, & Blaschke, 2009).sWightin et al. (2008) also suggested that providing informal discussion forums may help studentsswho are less motivated and desire more collaboration within their...

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...learner with the content, learner with the instructor, andsthe learner with other learners (Woo & Reeves, 2007). Though research indicated the need forsthe instructor to play the role of facilitator (=-=Davidson-Shivers, 2009-=-), the focal point ofscommunity still rests within the learner’s interaction with other learners.sMuch in the same way, evangelical institutions have established various interactions tosbuild spiritua...

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...Furthermore, the term “academics” was surpassed by the terms “service”,s“world”, and “life” which indicated that the focus of these institutions was to engage society withs43stheir Christian faith. (=-=Firmin & Gilson, 2010-=-, p. 66).sThere is a clear inclusion of these terms insorder to identify the institution with Christian ideology.sIn order for these goals to be implemented, there must be a suitable learning environm...

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...t should besmade.sThe general principle outlined is to “avoid atypical situations, carry out observationssmore than one time, and (where possible and relevant) spread the observations out over time”s(=-=Mahoney, 1997-=-, para. 13).sThis study characterizes those elements as it looked beyond a singlesoccurrence and reviewed the entire set of online interactions.s55sIn addition, the study consisted of those who were ...

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...y had poor interaction with both their fellow studentssand their instructor.sThey identified specifically that their instructor was “either disengaged,sunavailable, or . . . were in ‘no man’s land’” (=-=Ouzts, 2006-=-, p. 290-291).sHowever, it should besnoted that within this study, students who identified their sense of community high, stated thatsthey had positive interaction with their fellow students and their...

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...ncerns whichsrelated to spiritual development.sHowever, they also concluded that further study should bescompleted which was reflective of the student’s overall experience at a Christian institutions(=-=Rovai et al., 2008-=-).s14sThe subject of spirituality is not absent within secular institutions.sSpeck (2005)sidentified that though there has been resurgence within the issue of spirituality, research has beenslimited ...

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...worldview and seek toschallenge students in their current beliefs for the purpose of being in proper relationship withsChrist – to be more like Him (Ma, 2003; Morris, Beck, & Smith, 2004; Rhea, 2011; =-=White, 2006-=-;sWilhoit, Setran, Ratcliff, Haase, & Rosema, 2009).sThis study sought to explore the varioussmethods employed by the instructor in an attempt to facilitate spiritual development.sResearch QuestionssT...

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...er evangelical institutions may be able to evaluate theseffectiveness of their own programs and whether purposeful attempts are being made to thesesinstitutional objectives for spiritual development (=-=Hines et al., 2009-=-).s15sSituation to SelfsServing as an instructor within an evangelical institution’s religion department, the issuesof an instructor’s effectiveness within the facilitation of spiritual development i...

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...e.sThe constant within thesenvironment was the course design that had the same assignments and expectations as outlined insthe course syllabus.sMultiple sections increased dependability of the study (=-=Jarrell, 2009-=-).sIn concern to trustworthiness within the analysis, there was a peer review of the processsby which themes and sub-themes were concluded from the collected data.sPeer selection for thissanalysis had...

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...g” (p. 491).s40sSpiritual DevelopmentsAs other areas of development (social, cognitive, emotional, etc.), spiritual developmentsmust be intentional in its approach (Maddix & Estep, 2010; Rhea, 2011; =-=Rothman, 2009-=-; Seiferts& Holman-Harmon, 2009), but is also broadly defined.sLove and Talbot (2009, p. 617) foundsthat as of 1999 there was only one article published that reported a direct relationship betweensthe...

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...nstructor interaction in relation to thesDiscussion Board (Xie, Debacker & Ferguson, 2006) and high quality interaction which may besseen through the grading of assignments (Hill, Song, & West, 2009; =-=Beasley, 2007-=-) would havesa great impact upon the student’s perceived learning. It would be consistent that this too wouldsinclude the manner in which a student was encouraged to consider and interact with their o...

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...h; (b) positivelysimpacted spiritual development in light of peer and faculty relationships; and (c)sassimilation of social and spiritual dimensions through course content and practicalsapplication. (=-=Lowe, 2010-=-, p. 4)s45sThe author further identified that the instructor’s interaction is paramount as their studysindicated that 40% percent of the comments received dealt with the positive role that thesinstru...

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...t should besmade.sThe general principle outlined is to “avoid atypical situations, carry out observationssmore than one time, and (where possible and relevant) spread the observations out over time”s(=-=Mahoney, 1997-=-, para. 13).sThis study characterizes those elements as it looked beyond a singlesoccurrence and reviewed the entire set of online interactions.s55sIn addition, the study consisted of those who were ...

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... there is greater physical distance between online learners; however, the effects cansbe mitigated through purposeful online interaction which decreases this distance regardless ofsphysical locality (=-=Mahmood, Mahmood, & Malik, 2012-=-).sFurther, the authors stressed that thissdistance can be mitigated by the instructor’s attitude and intentionality within the online learningsenvironment (Mahmood et al., 2012). Woo and Reeves (2007...

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... . . . . The studentswho has moved to this level of questioning and answering often displays the critical andsself-reflective features characteristic of the more advanced stages of faith developments(=-=Martin, 2008-=-, p. 220).sWhether the student is open to evaluation of their current beliefs and willing to grow in theirsspiritual development, the focus is to create an environment in which the student feels free ...

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...y and religion are related in the manner in which it isspracticed. A third term, faith, was offered for use in hope that the term “increases the likelihoodsthat substantive issues will be addressed” (=-=Milacci, 2006-=-, p. 231).sAs stated previously, one of the central tenants of evangelical Christian institutions is itssfocus on cultivating an environment which focuses on both academic and spiritual development.sF...

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....sThrough the learning process the student becomessself-sufficient and has a greater sense of confidence.sThe instructor challenges the student tosthink more critically and pursue academic interests (=-=Miller, 2001-=-).sWoo and Reeves (2007)sidentified that the instructor should foster curiosity within the student and assist them as theyscomplete tasks which stretch their cognitive base.sAs a facilitator, the inst...

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...an evangelical Christian worldview and seek toschallenge students in their current beliefs for the purpose of being in proper relationship withsChrist – to be more like Him (Ma, 2003; Morris, Beck, & =-=Smith, 2004-=-; Rhea, 2011; White, 2006;sWilhoit, Setran, Ratcliff, Haase, & Rosema, 2009).sThis study sought to explore the varioussmethods employed by the instructor in an attempt to facilitate spiritual developm...

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...ronment which encourages students in spiritual development is met through such avenues asscourse instruction, faculty and staff interaction, Student Affairs and Spiritual Life Departmentsprogramming (=-=Muntz & Crabtree, 2006-=-; Seifert & Holman-Harmon, 2009).sHowever, there aresdifferences in the manner in which online students are engaged. Liberty University does notsrequire online students to attend convocation though it...

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...n from thescourse material being covered, and feedback of submitted assignments.sStudents statedsspecifically that lack of interaction within the course causes them to feel “lonely in virtual space”s(=-=Pamuk, 2012-=-, p. 403). Clear engagement by the instructor is essential for the student’s overallsonline experience.sTallent-Runnels et al. (2006) identified that current research points to lower levels ofscommuni...

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... current life and long range future ofsRegent University.sDeliberate efforts, led by faculty, to retain and strengthen this worldviewswill be implemented across all aspects of the university” (Regent =-=University, 2009-=-, p. 1).sLiberty University identified in their Statement of Mission and Purpose that the institution will:s“Promote the synthesis of academic knowledge and Christian worldview in order that theresmig...

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... not required with the online programs.sThe differences also extend to how students perceive the role of the instructor in relationsto student affairs.sIn a study of graduate online nursing students (=-=Taylor & Holley, 2009-=-), it wassidentified that students confided in their instructors for student support instead of the establishedsStudent Affairs staff.sThe faculty members “saw themselves as sources of support service...

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...ced and knowledgeable professors effectivelysintegrate a Christian perspective into a high standard of academic rigor (p. 1). Furthermore,sTransnational Association of Christian Colleges and Schools (=-=TRACS, 2012-=-) states thesfollowing in concern to membership, “The institution operates within a specifically Christians34sphilosophy of education. Practices and methods emanate from that underlying philosophy of...

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... seek toschallenge students in their current beliefs for the purpose of being in proper relationship withsChrist – to be more like Him (Ma, 2003; Morris, Beck, & Smith, 2004; Rhea, 2011; White, 2006;s=-=Wilhoit, Setran, Ratcliff, Haase, & Rosema, 2009-=-).sThis study sought to explore the varioussmethods employed by the instructor in an attempt to facilitate spiritual development.sResearch QuestionssThe purpose of this qualitative case study is to un...