In the postmodern world, Christian colleges are called more than ever to educate for wholeness (cura personalis) – not only in the cognitive domain, but also in the psychomotor and affective domains as well (Dockery, 2007; Rovai, Baker, & Cox, 2008). This is a concern both for on-campus courses and for online courses. However, a search of several databases demonstrated that there is a gap in the literature regarding research involving affective learning in Christian online programs. Only two studies were found that focused on affective topics in undergraduate Christian online education (Lyke, 2006; Rovai & Baker, 2004), and neither of these had a stated emphasis on instructional design.
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