LAUSR

Abstract A longstanding area of disagreement among theological educators has been whether the holistic formational goals of theological education can be adequately addressed through non–face-to-face learning modes. This study explored student perceptions of how their experience of studying theology in an asynchronous online context contributed to their holistic formation. Student participants were enrolled in one or more of 22 new online units of study which were developed and offered over three cycles as part of larger design-based research project. The study, initiated and conducted prior to the COVID-19 pandemic, found a broad range of design elements contributed to five dimensions of student formation (theological understanding, personal dispositions, ministry dispositions, ministry skills, identity), suggesting that purposeful learning design can facilitate holistic student formation in online and distance learning contexts. Although this study examined learning design for holistic student formation in theological courses, the results may be of interest for other disciplines with similar holistic formational aims.