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Robert Woods & Ines Jindra

By on November 13, 2005 in Faculty Publications

Knight, David A., Robert H. Woods Jr, and Ines W. Jindra. “Gender Differences in the Communication of Christian Conversion Narratives.” Review of Religious Research (2005): 113–134.

Abstract: Scholars have long sought to find the differences in the ways men and women communicate. Also, researchers have studied the field of religious conversion. Thisfirst-of-a-kind study has sought to find if gender differences arise when men and women communicate the story of their religious conversion. Forty structured in-depth interviews with 20 male and 20 female undergraduate students at a small, private Christian liberal arts university in the Midwest were used to address the stated research question. Five male and five females were selected from each grade level. A non-probability sampling procedure was used to select subjects. The final sample consisted of two Hispanics, one Black, and 37 White non-Hispanic participants. The average age of each participant was 20. Although some authors have suggested that conversion stories of men and women would be similar due to a rhythmic narrative formula and common structural elements, this study has found that significant gender differences in the communication of such narratives do arise in certain specific areas. The majority of men used adventurous metaphors, while the majority of women used peaceful metaphors to describe their conversion experiences. It was also found that the majority of men focused on themselves as the control character while most women focused on someone else. And, men described themselves as clever whereas women described themselves as foolish in their narratives.

Robert Woods & Marsha Daigle-Williamson

By on May 7, 2005 in Faculty Publications

Alban Jr., Donald, Robert H. Woods Jr., and Marsha Daigle-Williamson. “The Writings of William Carey: Journalism as Mission in a Modern Age.” Mission Studies: Journal Of The International Association For Mission Studies 22, no. 1 (April 2005): 85-113.

Abstract: William Carey is reviewed as both product and producer of journalism, with an emphasis on the latter and its synergistic relationship to his mission work and the work of others. Carey’s philosophy of life was formed largely by the written works of his predecessors and contemporaries. Specifically, Jonathan Edwards, John Bunyan, Jeremy Taylor, Captain James Cook, and Robert Hall, among others, clearly affected his out-look on theology, missions, Bible translation, ecumenism, and a host of related topics. Writings by Cook opened Carey’s eyes to distant people, whom he evaluated in the light of his journalistically influenced theology. Consequently, Carey became concerned about the spiritual and moral state of the world abroad. His concern found expression in the Enquiry — a polemic for missionary work — and ultimately led him to Bengal, where his own attempts to influence people through journalism expanded. Carey’s own writings and those of his colleagues at the Serampore Mission are the most obvious examples of his journalistic works. But they hardly stand alone. Thus, after the authors describe the emergence and significance of the Enquiry and the Serampore Press, they refer to other publications printed either at Serampore or elsewhere in response to the press’ influence. Among these are works as diverse as textbooks, governmental publications, and periodical apologetics for Hinduism. The Serampore mission’s expansion of Indian literacy also is reviewed because of its relevance to understanding the influence of others’ writings on his life’s philosophy and work. It further helps to shed light on Carey’s distinct approach to evangelization, presented herein as a form of inculturation. Lastly, many would not have become readers of the mission’s works had it not equipped them to read through its network of native schools. The authors suggest that Serampore’s journalistic mission extended beyond the mere production of writings; it also included the production of a readership.

Robert Woods & Caleb Chan

By on January 30, 2005 in Faculty Publications

Bohus, Steve, Robert H., Jr. Woods, and K. Caleb Chan. “Psychological Sense of Community among Students on Religious Collegiate Campuses in the Christian Evangelical Tradition.” Christian Higher Education 4, no. 1 (January 1, 2005): 19-40.

Abstract: The current study sought to identify factors which contribute to Psychological Sense of Community (PSC) among students on religious collegiate campuses within the Christian Evangelical tradition. The researchers examined responses from 596 undergraduate students at 11 Christian colleges and universities nationwide. The results support the viability of a new PSC construct in the religious collegiate campus setting. More specifically, the results suggest the possibility of a religious PSC construct (PSCALL) that contains elements of Lounsbury and DeNeui’s (1995) 14-item PSC scale but also items contextualized to a religious collegiate setting. Significant PSCALL differences were identified in the following areas: spiritual well-being, religious commitment, minority/non-minority status, living arrangement, major, and class level. Contrary to previous studies in the secular college campus setting, PSCALL differences in gender could not be identified. This study extends previous research on PSC in general and the PSC construct in the Christian college campus setting specifically. Theoretically, the current investigation supports the notion that certain aspects of community change from setting to setting and that even the meaning of “community” changes depending on context.

Robert Woods & Dave Hopper

By on May 7, 2004 in Faculty Publications

Woods, Robert, Jason D. Baker, and Dave Hopper. “Hybrid structures: Faculty use and perception of web-based courseware as a supplement to face-to-face instruction.” Internet & Higher Education 7, no. 4 (December 2004): 281-297. doi: 10.1016/j.iheduc.2004.09.002

Abstract: The researchers examined responses from 862 faculty members at 38 institutions nationwide using the blackboard Learning Management System (LMS) to supplement their face-to-face instruction. The four research questions addressed the primary uses that faculty make of blackboard, perceptions that faculty have of how certain blackboard features enhance or elevate (or might enhance or elevate) their assessment of student work and instructional capabilities, and how faculty use of blackboard might positively affect the psychosocial climate within the face-to-face classroom setting. Additional analysis sought to identify the factors that predict use and positive perception of blackboard as a supplement to face-to-face teaching activities. The results indicate that faculty primarily used blackboard as a course management/administration tool to make course documents available to students and manage course grades. Few faculty used blackboard for instructional or assessment purposes, and even fewer utilized blackboard to foster a more positive sense of community within their face-to-face classes. Faculty attitudes, on the whole, were positive when it came to the classroom management functions of blackboard, but neutral or otherwise undecided in terms of its instructional or psychosocial benefits. The main factor in determining blackboard usage—whether for course administration or instructional purposes—was experience with the tool. In addition, women had more positive attitudes than men did in terms of blackboard”s potential to enhance classroom management and foster a positive relational climate. Limitations of the study and suggestions for future research are discussed before concluding.

Robert Woods

By on November 13, 2003 in Faculty Publications

Woods, Robert, and Samuel Ebersole. “Becoming a ‘Communal Architect’ in the Online Classroom-Integrating Cognitive and Affective Learning for Maximum Effect in Web-Based Learning.” Online Journal of Distance Learning Administration 6, no. 1 (2003). http://www.westga.edu/~distance/ojdla/spring61/woods61.htm.

Abstract: Successful online instructors realize that building a sense of “community” in the online classroom is necessary for successful learning outcomes (Gunawardena, 1994; Wiesenberg & Hutton, 1996; Campbell, 1997; Gunawardena & Zittle, 1997; McLellan, 1999; Kazmer, 2000; Wegerif, 1998). The development of community “becomes a parallel stream to the content being explored” in online courses: [It is not] “something that ‘mucks up’ or interferes with the learning process (Palloff & Pratt, 1999, p. 30).

Robert Woods

By on December 13, 2002 in Faculty Publications

Woods, Robert H. “How Much Communication Is Enough in Online Courses?- Exploring the Relationship Between Frequency of Instructor- Initiated Personal Email and Learners’ Perceptions of and Participation in Online Learning.” International Journal of Instructional Media 29, no. 4 (December 2002): 377–394.

Abstract: The researcher, an online instructor at the graduate level, considered whether more frequent delivery of instructor-initiated personal (text-only) emails outside of required class discussion formats would result in more favorable student perceptions of the student/faculty relationship, higher student ratings of perceived sense of online community, and a higher degree of satisfaction with the overall learning experience than would less fequent delivery of such instructor-initiated personal emails. The researcher was also interested whether more frequent delivery of personal emails would result in higher levels of student participation in required group discussion formats. Results: regardless of the number of personal emails sent to students throughout the semester, a statistically significant difference between groups could not be identified along the lines of perceived sense of of community, satisfaction with the overall learning experience, or personal relationship with the instructor. More frequent delivery of personalized email did not increase the amount of student participation in required discussion formats. The same positive results were achieved whether the instructor sent two (2) or fifteen (15) personal emails. Explanations for the findings are offered along with suggestions for future research. Reprinted by permission of the publisher.

Robert Woods

By on November 13, 2001 in Faculty Publications

Ebersole, Samuel E., and Robert Woods. “Virtual Community: Koinonia or Compromise?-Theological Implications of Community in Cyberspace.” Christian Scholars Review 31, no. 2 (2001): 185–216.

Abstract: With the growth of computer-mediated communication and the rise of virtual communities, theological issues relating to the nature of these relationships must be addressed. The authors first define community and then explore recent trends in online communities. The discussion of virtual community and new media technologies is grounded in a historical context focusing on the introduction of the telegraph and radio broadcasting. Buber’s dialogic communication is proposed as a normative base for community in light of the interpersonal character of online community. And finally, six virtues of community are discussed in light of the technologies and practices of online community.

Robert Woods

By on October 29, 2001 in Faculty Publications

Brauch, Jeffrey, and Robert Woods. “Faith, Learning and Justice in Alan Dershowitz’s The Genesis of Justice: Toward a Proper Understanding of the Relationship between the Bible and Modern Justice.” Valparaiso University Law Review 36, no. 1 (October 15, 2001): 1-71.

Abstract: We first want to commend you for undertaking the challenge to interweave your legal education with a biblical perspective. The Seminar correctly recognizes what generations of scholars have clearly demonstrated: the Bible is foundational to our modern American conceptions of law and justice.(FN1)
We were delighted to hear Professor Dershowitz’s report on the amount of interest in the Seminar when it was first offered at Harvard in the Fall of 1997: 150 students for twenty places!(FN2) The interest displayed for this class, not to mention the very existence of the Seminar itself, is consistent with what has been called the “religious revival” at American law schools that is changing the face of legal education as we know it.(FN3) And since we were unable to attend the Seminar, we have accepted Professor Dershowitz’s gracious invitation to “continue the dialogue” in this format and trust that our comments will be submitted to you so as to add to the “dialogue among generations.”(FN4)

Robert Woods

By on October 29, 2001 in Faculty Publications

Woods, Robert, and Jack Keeler. “The Effect of Instructor’s Use of Audio E-mail Messages on Student Participation in and Perceptions of Online Learning: a preliminary case study.” Open Learning 16, no. 3 (October 2001): 263-278. doi: 10.1080/02680510120084977

Abstract: The researchers, in the context of LEAD 713, a graduate-level online course at Regent University, consider whether the systematic use of instructor-initiated audio e-mails (as a supplement to regular textual forms of communication) will increase students’ participation in group discussion and result in more favorable student perceptions of student/faculty relationships and quality of group discussion, a greater sense or feeling of online community, and a higher degree of satisfaction with the overall learning experience. The results as a whole appear to challenge the researchers’ initial assumptions. Benefits of audio e-mails are discussed and future research designs are suggested.