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Blended learning is an approach to teaching which is gaining ground in the academic world. This form
of learning developed partly as a result of the problem of information overload and the need for
integration of theory and praxis. Recent brain research indicates that the brain changes necessary for
success in the learning process are related to various factors like practical exercises, emotions and
background feelings at the time of learning. The purpose of this research was to evaluate the innovative
use of blended learning by first-year students from diverse African backgrounds through empirical
surveys. The results of two empirical surveys indicate that students experienced this blended form of
learning positively. The results are interpreted using theoretical insights from the fields of pedagogy
and practical theology. Four pedagogical strategies are discussed, all of which make a unique
contribution to the learning process. In the last section a number of recommendations are made
regarding the use of blended learning in practical theological teaching by analysing a specific case
history in a theo-dramatic approach to practical theology. The use of the film Son of Man is examined
as an example in terms of the intended outcomes for practical theological teaching.
Key words: Blended learning, practical theology, pedagogy, film, theo-drama.
INTRODUCTION
Practical theology is constantly under reconstruction [1].
Part of this work in progress is the teaching of the
subject to undergraduate students. These students
participate in a so-called rite of passage in which
academic literacy is one of the main goals [2 pp201-222].
Ballard and Clancy [3] describe academic literacy as a
compound of linguistic, conceptual and epistemological
rules and norms of the academe in which the student
develops the ability to use written language to perform
those functions required by the (University) culture in
ways and at levels judged to be acceptable by the
reader.
As practical theology is continuously under
reconstruction it also requires innovation in teaching en
route to academic literacy. Another goal of the
programmes in practical theology is to make students
part of a community of practice [4] in which social
competence and personal experience form part of the
learning process. According to Cummins [5] students
fields of competence are enlarged by creating more
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theology.
Innovation of Learning Experience
Innovation in the form of blended learning through the
use of web studies, tutorial assistance, service learning
activities and different modes of assessment works with
the hypothesis that, it not only increases students
competence to develop academic literacy and gives
access to the community of discourse, but also influences
their learning experience in a positive manner. The
supposition is that the better the general experience and
learning experience of the learner, the greater the
probability that they will be motivated to creatively
participate in the learning experience. In this regard the
researcher concur with the point of departure of Leibowitz
et al. [6], which is that the success of the first year
student depends largely on the students willingness to
also accept responsibility, ownership, of his/her own
wellness and thus react positively to the influence of
others and the community.
The problem which is also investigated, was not only
experienced by the researcher, but also forms part of the
wider academic discourses about the teaching of
practical theology [7]. This innovation is further
necessitated by meta-theoretical shifts in the field of
theology and teaching. The problem can be summarised
as the transformation of an exaggerated one-dimensional
focus on the cognitive-theoretical teaching of practical
theology to the creation of more opportunities for
socialisation and participation in practical-theological
discourses by expanding students social competence
and personal experience. This also leads to a greater
integration of theory and praxis as discussed in recent
research about practical theology [8]. The research question
addressed in the article can be formulated as follows:
Could a greater integration of formal teaching through the
use of blended learning in the form of web studies and
tutorial assistance, involvement in service learning
activities and the use of different forms of assessment,
lead to improved and more integrated learning processes
in the teaching of practical theology to undergraduate
students?
Blended Learning
Although blended learning has been in use for more than
a decade, it does not seem to have penetrated academic
programmes in theological disciplines. This becomes
very clear if you ask theologians how they understand
blended learning. Answers tend towards, What? Never
heard of it or, I have heard the term, but have no idea
what it is or, Is it not if you add e-learning and all that
stuff? or, Is it not just putting old wine in new bags?
Thorne [9] defines blended learning as follows:
Blended learning is the most logical and natural evolution
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CTL is the Centre for Teaching and Learning at Stellenbosch University which
describes its activities as follows: Our vision is to be a centre of excellence
which facilitates quality teaching and learning at Stellenbosch University. Our
mission is to support the institution and lecturers to promote the teaching and
learning climate and maximally increase the potential for student success.For
more information visit: http://www.sun.ac.za/Teaching/indeks.htm
4
The most recent Inleiding tot praktieseteologie is the work of Heyns, L and
Pieterse, H, 1990. Eerstetre in praktieseteologie, which is more than 25 years
old.
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In the Calendar for Arts and Social Sciences (2011:172) this module is
described as: Study and practice of information usage, the WWW and selected
software programs such as word processing, databases, spread sheets and
presentations that are necessary for communication and information purpose
in the humanoria.
6
Cf. some of the responses to the questionnaire.
7
The mixed methods approach has emerged as a third paradigm' for social
research. It has developed a platform of ideas and practices that are credible
and distinctive and that mark out this approach as a viable alternative to
quantitative and qualitative paradigms.
8
Dr JP Bosman of CTL helped to compile the questionnaire using web studies.
The good cooperation between the lecturer, tutor and Dr Bosman contributed
greatly to the successful completion of the empirical part of the study.
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Contextual Pedagogies
Pedagogies of contextualisation refer to pedagogies that
all emphasise the social situatedness of knowledge and
practice in some way [18 pp127-155]. In the case of the
teaching of practical theology to first-year students, it
takes into account their situation as newcomers (rites of
passage) in the academic discourse of practical
theology. In the teaching of students the first aim is to
foster an awareness of their own context. The goal is to
help them to reflect about the task of practical theology
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contextually.
A second pedagogy focuses on
developing in students the ability to participate
constructively in the meeting between their different
contexts. Whether it is the context of the class situation,
the tutorial assistance, the meeting with a mentor or
participation in activities in faith communities, it is all
about developing the ability to interpret various contexts.
A third pedagogy is to make students aware of the
processes of social and systemic transformation of
contexts. Students become aware of their own and other
cultural prejudices and the importance of approaching
social analyses from different perspectives. From these
pedagogies it is clear that the social situation of the
student has a big influence on the teaching and learning
situation of the student.
Interpretative Pedagogies
There is consensus in the theories of interpretation that
there are four different realities in the process of
interpretation. This includes; a phenomenon which must
be interpreted, the interpreter, the interaction of the
interpreter with that which must be interpreted, and the
interest of a community of interpretation. All these
interpretation practices have one communal goal; to help
students to think critically [18 pp70-99]. In the light of this,
different pedagogies of interpretation can be
distinguished. They include:
Interpretation as a continuous dialogue in which various
levels of dialogue can be discerned. In the teaching
situation of first-year students the element of encouraging
them to participate in various dialogues specifically
comes into play. This includes dialogue in the classroom
with the help of the Socratic Method (question and
answer), conversations with mentors in a service learning
situation about the work which are dealt with in class and
in group discussions in class.
Interpretation as the application of tradition. The students
are from different denominational traditions. Each one of
these traditions is a lens, colouring the interpretation
process. A consciousness of an appreciation of these
traditions helps students to understand how the
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For more information about the Dimphi Di Kopane theatre community visit:
http://rogerebert.suntimes.com/apps/pbcs.dll/article
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Contextual Insights
Formative Insights
Interpretive Insights
As well as the contextual insights, the three aspects of
interpretive pedagogies are also present in the
interpretation of this film. Interpretation as dialogue is
stimulated by the discussions between lecturer and
students and students amongst themselves about the
meaning of the film. The dialogue is further reinforced by
the application of different traditions that come into play
here, which include a rich variety of cultural and religious
traditions. The third aspect, which is related to the
method of interpretation, creates the ideal opportunity for
the development of critical thinking where students
develop the ability to find meaning in texts (the film as
text) and contexts. In this manner their capacity to
analyse texts and contexts and integrate it in a frame of
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thinking, is further enlarged. The assignments arising
from this help students to further evolve their
interpretation skills as the analytical aspect of scientific
thinking is encouraged and writing skills developed.14
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Performative Insights
Performative language and categories like stage, text,
plot and characters offer a meaningful dramatological
frame of reference for the performance of the acts
relevant to lived religion. They are also the categories
used in the film world and especially by film critics.
Faithful performances; Enacting Christian Tradition is the
title of the book by Hart and Guthrie [20], which indicates
that the performance of the plot of practical theology
involves all the nuances and intrigues of the performance
of life. It is in this regard that the film Son of Man offers
much that can be discussed with students in the class
situation. Besides the performance and character
development we find in the acting of Andile Kosi who
plays the lead as Jesus, Pauline Malifane also offers an
impressive performance as Mary. Another interesting
character is Judas, who records the events surrounding
Jesus on video camera. Here we find a reinterpretation of
the person who betrayed Jesus. Judas plays the role of
some kind of detective with his camera offering more
interesting material for critical reflection. The use of terms
like stage, script (text), plot and characters provides an
epistemological framework which not only broadens the
theological grammar, but also offers interesting possibilities
for reinterpretation of the performance of the gospel. This
even presents the opportunity for the class to give their
own reinterpretation of certain scenes through role play.15
Conclusion
In conclusion it seems worthwhile to again reflect on what
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References