From what pedagogical practices and principles do we cultivate a sense of belonging in online Bible study? Public
Warner, Keithlyn (Spring 2024)
Abstract
The advent of the COVID-19 pandemic profoundly affected the teaching ministry of the Saint Mark AME, Oxon Hill, Maryland, especially bible study. In response, as we progressed into the pandemic, we attempted to migrate to an online presence. Utilizing the Zoom video platform, we tried to conduct online bible study. Initially, the congregation was excited about this; however, after just a few sessions, people began to attend sporadically and eventually stopped altogether. As one of the principal bible study instructors, after conversing with some congregation members, I found they felt like they were not accustomed to this new way of Bible study and did not feel like they were learning anything. Also, they felt distanced as they could not engage each other as they could in an in-person environment. It became evident that I had to reimagine a “new normal” of teaching bible study online. This new normal would have to provide space for connection and interaction in new and innovative ways such that even though we were online, it did not feel like we were online.
I realized that in a conventional setting, people make connections and foster relationships in an organic sense. Sitting next to someone with whom you felt connected was easy. Also, within the in-person environment, we would be able to observe the interest level of the participants by their nonverbal reactions. With this in mind, I had to develop new and innovative ways of teaching suited for an online Bible study. The sense of belonging experienced within the conventional setting must be cultivated in an online setting, and the way to accomplish this, as this paper proposes, is by identifying from what pedagogical practices and principles we cultivate a sense of belonging in online Bible study.
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