Writing papers for professors is often artificial because the audience is artificial. Writing to peers who will be real colleagues in ministry develops a collaborative, collegial practice that is sorely needed in the contemporary church. The teacher can observe the communications among students and provide private comment via e-mail. Such comment is not seen or heard by the entire discussion group and thus, when it has to be disapproving in character, it does not have the same potential to embarrass the student in front of peers. In online instruction, more reticent students have equal access.
Students are able to complete their thoughts without interruption.
Students cannot vie for faculty approval in front of their peers. Students who have difficulty performing competently cannot hide in an electronic forum and consequently faculty assistance can be given before a crisis point is reached. Learning how to use web-based technologies effectively in constructing learning environments is not a simple matter. Teaching theologians will need to develop collaborative relationships, not only with other theologians but also with instructional designers and technicians who will have to be recognized as colleagues in the educational enterprise, not simply as support staff. Computer-mediated communication can effectively ameliorate this pressure.