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ANSWERED: This research paper is designed with a couple goals in mind. The first is to allow the student to explore more deeply one particular area related to this course. The second is to get students acquainted with thesis-driven research. Most students come into this program with experience in the area of topic-driven research, but have typically not been required to develop a line of argument that is pursued within a paper.

This research paper is designed with a couple goals in mind. The first is to allow the student to explore more deeply one particular area related to this course. The second is to get students acquainted with thesis-driven research. Most students come into this program with experience in the area of topic-driven research, but have typically not been required to develop a line of argument that is pursued within a paper.

Research Paper Assignment Instructions

Overview

This research paper is designed with a couple goals in mind. The first is to allow the student to explore more deeply one particular area related to this course. The second is to get students acquainted with thesis-driven research. Most students come into this program with experience in the area of topic-driven research, but have typically not been required to develop a line of argument that is pursued within a paper. Since doctoral-level research requires this kind of research, it is imperative that students begin to develop this skillset.

Instructions

Specific reqirements for this research paper are as follows:

  • 3,000 words excluding the title page and bibliography.
  • Current APA format must be followed
  • 20 sources must be used excluding the course textbooks and the Bible
  • The thesis, or application thereof, must connect in some way to Christian education or Christian leadership.
  • Students may choose any topic for this research paper that is covered in any of the following 2 textbooks:
    • Anthony, Michael J., and Warren S. Benson. Exploring the History and Philosophy of Christian Education: Principles for the 21st Century.
    • Estep Jr., James R., and Michael J. Anthony, and Gregg R. Allison. A Theology for Christian Education.

This paper will be due in the following stages:

  1. Proposal: This assignment will include at least the presentation of the thesis being argued, limitations of the study (a clear articulation of what aspects of the topic will not be discussed in the paper and why,) general progression of the argument, and a bibliography containing the primary sources that will shape the argument. Please see the example provided in the course.
    1. Draft: This assignment is intended to be the student’s best effort on a completed research paper. Note that the elements from the proposal should be folded into this draft (typically as part of the introduction where appropriate.) They should not remain in their proposal form but should become part of the paper.
    2. Final Submission: This assignment will include requested edits and other finishing touches (such as the title page, etc.).

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Important: The number one point of struggle for students in this course has been the difficulty of learning to write a thesis-driven research paper. This is not a research paper simply designed to rehash and report on the information you found in various books and articles. Students at the doctoral level are expected to design a well-developed thesis argument that is introduced and woven throughout the paper (see the Kibbe textbook From Topic to Thesis: A Guide to Theological Research.) For even more help with what this looks like, it would be wise for the student also to review Weston, Anthony, A Rulebook for Arguments (Hackett Student Handbooks).

Also Important: 3,000 words is not a lot of space to craft a research-based argument. Careful attention should be given to the scope of the topic. One could make the mistake of being too broad thus losing the ability to present a clear and concise argument due to superfluous information or being too narrow (causing the opposite but equally devastating problem). But it is better to begin with a broader topic and then to narrow your focus from there. This is where careful limitations are useful.

Order a similar assignment now and delegate your research paper to expert academic writers. PLAGIARISM-FREE, GUARANTEED TOP GRADES, TIMELY DELIVERY, 100% CONFIDENTIALITY

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Sample student answer

Research Paper: Fellowship in The Context of Christian Online Education

Introduction

            Over the years, there has been a continuous transformation in how education is delivered. Different types of disruptive technologies have been introduced throughout history in a bid to enhance content delivery to students, a trend observed since ancient Biblical times. Similarly, there has been a transition from a period where knowledge was a privilege of the chosen few, especially before Mosaic law, to increased distribution of the same in accordance with God’s will, as seen from Jesus’s ministry.

An analysis of ancient civilizations such as the Hebrew and Greek civilizations, as noted by Anthony and Benson (2011), emphasizes the element of fellowship in Christian education, where peers would meet and reason together. The family, in this case, is the basic structure of fellowship in providing Scriptural instructions. However, with the introduction of technology, some questions on integrating fellowship and spiritual connectedness present a challenge that most theologians and Christian educators would argue to be either existent or non-existent based on different perspectives (Etzel et al., 2017).

Therefore, this paper presents the question of whether the introduction of online education presents a barrier or an enabler of fellowship and spiritual connectedness, especially at a time when such fundamental values of Christianity are being eroded right down from the family level (Dreher, 2017).

Similarly, the paper raises concerns to Christian educators whether they are supposed to be transformative with the changing culture and consider new ways of presenting their curriculum to enhance the element of fellowship in light of the increasing embrace of online educational platforms by Christian institutions of higher learning, which form over 20% of the total number of institutions (Barton, 2019).

The following thesis statement will be used to shed more light on the issue under research to establish the relevance of fellowship and spiritual connectedness in Christian education, looking at the topic from a historical and contemporary perspective. This paper argues that despite modern advancements in technology as a facilitator to providing Christian education, fellowship still remains a critical element in the development and growth of the Christian professional community.

Various scriptural citations will reveal fellowship as an integral part of the growth in the Christian life and growth of today’s society based on Christian foundations. The paper will further argue that integration of fellowship and spiritual connectedness with the body of Christ is crucial in cultivating the required values for professionals who will serve the community. 

Biblical Foundations

            Before describing the link between online learning and fellowship, it is important to delineate the concept of fellowship from scriptural and the general sense of the terms. The Miriam Webster dictionary describes fellowship as companionship or company, community of interest, or a company of equals. From the definitions, there are a few elements of fellowship that can be identified, one of them being a congregation of at least two people. This aspect can be linked to Mathew 18:20 “For where two or three are gathered together in my name, there am I in the midst of them.”

A gathering of two people from a biblical perspective can be considered as a prerequisite of fellowship, which invites the presence of God to be in their midst. The same verse shows the interest of God in fellowship, which is also expressed in John 17:20-23. This perspective introduces a term that is common in orthodox Christian communities; koinonia. Nalwamba and Sakupapa (2016)describekoinonia as a fellowship amongst humans, inclusive of the communion between communion with the Father and with His Son Jesus Christ.

Another element that can be identified from the definition of fellowship is purpose. People who congregate in most cases do so with a specific interest. For example, in the Christian context, fellowship serves different purposes, chief of them being to serve the will of God. Several citations of fellowship can be noted in the early church when the disciples were starting to spread the Gospel of Christ. For example, in the book of Acts chapter 2 where there was a congregation of believers around the apostles to break bread and pray with one another. Therefore, based on this context, we see another purpose of fellowship as a platform where people share with one another for spiritual and earthly nourishment (Brug, 1996).

Another purpose of fellowship from a scriptural standpoint is to provide social support through which those in faith can stand firm, and those who are yet to accept Christ can be pulled closer by witnessing acts of love that proper fellowship displays as espoused in the book of 1 John 4:11-13. In an article written by Li et al. (2019), an inspiring experience is shared by Chinese students whose participation in the Christian church communities allowed them to adjust to American universities, with completely different cultures compared to what they are used to.

According to the students, the element of fellowship provided a social support community, an informal learning community, and lastly, a community that fills in the gap in counseling services and interpersonal activities. Ultimately, one cannot overlook the relevance of fellowship in nurturing the faith of believers and converting the non-believers amidst a world full of injustice. This forms the central convictions of the Christian faith (Nalwamba & Sakupapa, 2016). The book of 1 Thessalonians 5:11 encourages Christians to build each other up, a goal that can only be achieved through strong fellowships built on the foundation of trust and love.

Linking with the previous points, another trait of fellowship can be identified, that is, joint participation. The Greek interpretation of koinonia is active and joint participation within the Christian community. There are several references in the bible that call for the body of Christ (believers) to work in unison to achieve God’s will. For example, in Romans 12:4-7, 1 Corinthians 12, to list a few. Therefore, fellowship is not just about meeting with one another, but actively participating in filling those gaps, which others may not be in a position to fill.

To highlight this point in the context of Christian education, active participation of students is necessary to foster knowledge transfer and nurture a spirit of collaboration to improve the wellbeing of communities in accordance with God’s will and purpose for mankind (Cardoza, 2019). God did not create man to act as an individual entity, and this can be seen right from creation as espoused in the book of Genesis. Therefore, the element of fellowship is fundamental to Christian beliefs and values as defined in the scriptures and should be captured when designing the structure of Christian education.

It is also important to establish the basis of new technologies and approaches to delivering education from a biblical perspective. Doing so will allow us to understand whether disruptive technology such as online learning platforms warrant to be included within the framework of Christian education. The basis of online Christian education, as noted by Thorne (2013), comes from the proclamation of apostle Paul in 1 Corinthians 9:19–22 that calls for the spread of the Gospel by all means possible.

Similarly, Forrest and Lamport (2013) augment this view by noting on Paul’s letter to Rome, a church he had never visited. This relationship, according to Forrest and Lamport, is “analogically” similar to professor-student relationship in the context of online education. In the article, the authors mention how Paul modeled the delivery of spiritually formative education from a distance where he emphasized on “the Gospel message, personalizing the message to fit the context of the church in Rome, anticipating questions, explaining the marks of a true Christian and enlisting the community” (Forrest & Lamport, 2013).

These elements can still be mirrored as a foundational basis in the provision of Christian education. In the later segments of this paper, a more comprehensive link between online education and fellowship will be provided, with the Biblical perspectives acting as a foundational guide towards

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Historical Overview

Digital technology has transformed how education is delivered, including in Christian learning institutions. Lewis (2020) explains that the digital era has provided an opportunity in Christian educational systems to expand its reach through churches and Christian learning institutions.

Gaytan (2007) comments on the existence of distance learning which predates several decades ago, with correspondence courses delivered in Europe being amongst the earliest form of distance learning. However, with the passage of time, there has been a growing demand for online courses due to several reasons, including convenience, flexibility, opportunities for virtual collaboration, to list a few.

The basis of fellowship in Christian education can be traced back to early civilizations, including the Greek, Hebrew, and Roman civilizations (Anthony & Benson, 2011). For example, in the Greek culture, the aspect of fellowship was deeply embedded as part of their core values, with the term koinonia describing the role of active participation within the Greek community.

Fuchs (2008) notes that the theological basis of the church is founded on the concept of koinonia which in essence is what she terms as “the symbolic competence of conditionality.” The previous section has shown the scriptural basis of fellowship, which was significantly bolstered after the crucifixion of Jesus Christ. The Apostle Paul specifically called for Christians to embrace the element of fellowship as a way of advancing the purpose and will of God, as noted in Romans 12 and 1 Corinthians 12.

            However, despite the historical basis of online education, questions still linger as to whether such a platform can deliver a quality environment to nurture the attributes of Christian fellowship, which is an important aspect in spiritual formation and cultivating discipleship (Dreher, 2017). Lowe and Lowe (2010) also take note of the profound disagreements that exist among theological education on the wisdom behind the delivery of long-distance Christian education using online platforms other than the evident attributes provided for by the campus community.

In their conclusion, they note that distant Christian education is among the many contexts and settings in which the life and faith of a student can be transformed, after which they can also transform the specific context and environment in which they reside in. This conclusion is similar to what is realized by Cartwright (2014). The next section will further delve deeper into this relationship since the essence of this paper.   

Relevance of Fellowship in the Context of Christian Online Education

From the previous citations, technology is identified as a facilitator in dispensing knowledge founded on Christian values to scholars worldwide. As noted by Holmes (2021), technology, when used in the correct manner, can provide enhanced learning opportunities and expand the variety of learning methods and materials to stimulate learners’ interest. The essence of providing Christian education is more than just delivering content.

Maitanmi (2019) puts it in a great way by using the scriptural basis as noted in Proverbs 22:6 “Train up a child in the way he should go: and when he is old, he will not depart from it” (KJV). According to Maitanmi, the implication of this verse in relation to Christian education is that all instructions should be disciplinary and direct the student to do the right thing. In this case, the “right thing” can be viewed from different perspectives, including ethical, moral, spiritual, and professional, with respect to the knowledge and competence acquired.

In the context of fellowship and its relationship to Christian education, Maitanmi (2019) explains that “education is the process whereby the community seeks to assist the students in assimilating, react to, integrate, and use the knowledge.” The community element is important in supporting the direct and indirect activities involved in knowledge assimilation, integration, and application. From the article written by Li et al. (2019), one can identify the apparent aspects of fellowship in providing ancillary support to fellow students in areas that at times formal structure may not, such as emotional and, by extension, spiritual within the educational setting.

In addition, Shelton et al. (2006) explain that the online Christian education model supports the mission of Christian institutions, which is to integrate faith and learning and reach audiences who are currently inaccessible. Shelton et al.’s (2006) view can also be seen to hint at expanding fellowship to communities that are inaccessible, spreading the Gospel, and sharing the knowledge that will enhance their societal outcomes.

Christian education also aims to nurture discipleship (Cox & Peck, 2018). Discipleship in the context of Christian education can be defined as nurturing a student to follow the example set by Jesus and to be more like Him. Allotta (2013) proposes in his paper that while institutions that offer Christian education focus on evaluating knowledge acquisition, they should also consider evaluating whether a student has become a true disciple of Christ. This begs the question: does Christian education delivered through online platforms nurture a culture of discipleship, and does fellowship have a role to play in the process of cultivating disciples through Christian education?

            According to Roels (2004), offering Christian education online provides one of the most suitable approaches to nurturing discipleship given the increased globalization and emerging need to fill the global gaps. Further, Roels (2004) notes how online education provides avenues for Christian thinking, decerning the truth of Christ and maturing it for effective discipleship, quoting Ephesians 4:11-16. It is interesting the author mentions Ephesians 4:11-16, a reading that mirrors 1 Corinthians 12 and Romans 12, which were references used in the previous section to describe the essence of fellowship. This links us to the aspect of fellowship in nurturing discipleship within the online space.

            One of the dilemmas that online Christian education presents with regards to maturing the spirit of fellowship and, by extension, discipleship is the distance element as described by Etzel et al. (2017). In the book, Timothy Paul Jones raises three major questions; how the value of place will be taught, yet the learner and instructor do not meet, how to accomplish tasks that require more engagement than an on-campus class, and how to inculcate effective partnership with students to create effective ministers (and disciples) (Etzel et al., 2019).

The question of agency in spiritual formation is also raised by van der Knijff (2021). In this case, if the instructor can guide the students in a manner that allows them to grow holistically, not just in professional knowledge, but spiritually as well in accomplishing that which they are purposed to achieve. Unless an extreme conclusion as proposed by Dreher (2017) is reached, van der Knijff (2021) proposes that the theological grounding of offering online Christian education with respect to spiritual formation be urgently identified.

Cartwright (2014) answers the question of agency, specifically on the practicality of online education in developing spiritual and professional content in his paper by first acknowledging how delivery of online education has managed to beat the physical barrier between the student and the instructor. This response brings us to our earlier definition of fellowship as a meeting of believers for a specific purpose. Online platforms, therefore, can be deemed as a facilitator of fellowship, bringing in a larger audience to share knowledge that promotes Christian thinking as explained by Roels (2003), and by extension, developing effective discipleship.

Cartwright (2014) further explains that taking full advantage of technology, despite the lack of physical engagement between the learner and instructor, providing online Christian education can be an effective approach in developing knowledge and skills based on Christian values that can be used within the community context in which the learner resides in. In essence, physical proximity does not impact the goals of fellowship in cultivating discipleship. Unfortunately, for most students, the element of cultivating a strong fellowship in the online educational platforms is not a priority yet an essential component to their success (Cunningham, 2019).

Therefore, instructors ought to come up with effective approaches, for example, group assignments, to foster increased interactions and build strong student networks within the online space (Maddix, 2012). Similarly, building strong online communities requires significant efforts from the leadership and faculty within Christian learning institutions (Jule & Castellon, 2020). The essence is creating a culture that embraces fellowship as a foundational aspect in providing quality experiences among online students. From the onset of the programs enrolled, the importance of fellowship as a component of success in academic, social, and professional lives needs to be communicated to students.

Amidst the information provided, Norvell (2203), in his article, comments that while organizations should strive to evolve and continually reinvent themselves using technologies such as the provision of education using online platforms, they shouldn’t lose their focus on the vision in which they were founded. This view cannot be overemphasized within Christian learning institutions lest they fall into the culture of secularism as feared by Dreher (2017). Cunningham (2019) categorically states that the biblical understanding of community as envisioned in Hebrews 10:22- 25; Corinthians 12:12-27; and Galatians 6:2 emphasizes the need for social network and support, and the recognition that we belong to one community, forming the body of Christ, therefore we are responsible to and for one another.

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Conclusion

            From the cited readings, we identify the biblical basis of fellowship and its importance in creating the foundation of Christian education, specifically nurturing discipleship and promoting collective success aimed towards fulfilling the purpose of God. The historical overview of the topic reveals how Christian education has transitioned over time and the role of fellowship across the transition. The provision of online education is equated to the interaction of the Apostle Paul with the church of Rome.

Ultimately, an observation is made on the relevance of fellowship in the context of online Christian education and whether physical proximity between the learner and instructor is a barrier that isolates fellowship, a pillar that supports the cultivation of discipleship, spiritual formation, and success in professional endeavors through networking among students.

This paper comes to the conclusion that fellowship still remains a critical element in the development and growth of the Christian professional community and that online education platforms are enablers of fellowship. However, to nurture a culture of fellowship requires collective effort involving the students, instructors, and the leadership of Christian education institutions. 

References

Anthony, M. J., & Benson, W. S. (2011). Exploring the history and philosophy of Christian education: Principles for the 21st century. Eugene, OR: Wipf & Stock.

Allotta, J. A. (2013). Discipleship in education: A plan for creating true followers of Christ in Christian schools. Doctoral Dissertations and Projects. 790.

https://digitalcommons.liberty.edu/doctoral/790

Barton, A. (2019). Preparing for leadership turnover in Christian higher education: Best practices in succession planning. Christian Higher Education18(1-2), 37-53.

Brug, J. F. (1996). Church fellowship: working together for the truth. Northwestern Publishing House.

Cardoza, F. (Ed.). (2019). Christian education: A guide to the foundations of ministry. Baker Academic.

Cartwright Jr, J. B. (2014). Best practices for online theological ministry preparation: A Delphi method study. Faculty Dissertations. 153. https://digitalcommons.liberty.edu/fac_dis/153

Cox Jr, W. F., & Peck, R. A. (2018). Christian education as discipleship formation. Christian Education Journal15(2), 243-261.

Cunningham, A. (2019). Envisioning Christian presence and practice in online teaching contexts. International Journal of Christianity and English Language Teaching6(1), 4.

Dreher, R. (2017). The Benedict Option: A Strategy for Christians in a post-Christian nation. New York: Penguin Random House LLC.

Etzel, G., Jones, T. P., Jackson, C., & Cartwright, J. (2017). Teaching the world: Foundations for online theological education. B&H Publishing Group.

Forrest, B. K., & Lamport, M. A. (2013). Modeling spiritual formation from a distance: Paul’s formation transactions with the Roman Christians. Christian Education Journal10(1), 110-124.

Fuchs, L. F. (2008). Koinonia and the quest for an ecumenical ecclesiology: From foundations through dialogue to symbolic competence for communionality. Wm. B. Eerdmans Publishing.

Holmes, S. E. (2021). An exploration of online Christian faith nurture for children, using UK churches as a case study. International Journal of Christianity & Education25(2), 169-183.

Jule, A., & Castellon, A. (2020). Pursuing Excellence in Christian Education: Building Community.

Lewis, D. E. (2020). The Integration Of Spiritual Formation Through Distance Education For Christian Higher Education Students.

Li, A., Nguyen, C., & Choi, J. (2019). “Because of the Christian Fellowship, I Decided to Stay”: How Participating in a Christian Community Shapes the Social Experiences of Chinese International Students. Social Sciences8(8), 234.

Lowe, S. D., & Lowe, M. E. (2010). Spiritual formation in theological distance education: An ecosystems model. Christian Education Journal7(1), 85-102.

Maddix, M. A. (2012). Generating and facilitating effective online learning through discussion. Christian Education Journal9(2), 372-385.

Maitanmi, S. O. (2019). Reflections on Christian Education. Journal of Research on Christian Education28(2), 91-93.

Nalwamba, K., & Sakupapa, T. C. (2016). Ecology and Fellowship (Koinonia): A Community of Life. The Church in God’s Household: Protestant Perspectives on Ecclesiology and Ecology, 75-93.

Norvell, W. H. (2003). Biblical foundations for the teaching ministry of the church. Midwestern Journal of Theology 1 (1), 84-93. Retrieved from http://cdm16478.contentdm.oclc.org/cdm/ref/collection/p16478coll3/id/6

Roels, S. J. (2004). Global discipleship and online learning: What does blackboard have to do with Jerusalem? Christian Scholar’s Review, 33(4), 451-470.

Shelton, K., Saltsman, G., & Bikis, J. (2006). Can A True Faith-Based Education Be Delivered Online?. Journal of Biblical Integration in Business11(3).

Thorne, J. A. (2013). Biblical online education: Contributions from constructivism. Christian Education Journal10(1), 99-109.

  Van der Knijff, C. (2021). Re-engaging Spiritual Formation in Online Theological Education. Transformation, 38(4), 316–329. https://doi.org/10.1177/02653788211038843

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