Writing to peers who will be colleagues in ministry is not nearly so artificial and it develops a collaborative, collegial practice that is sorely needed in the contemporary church. The teacher can observe the communications between students and can provide private comment via e-mail. In addition, 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. There are many additional educational advantages. For one, more reticent students have equal access.
Students are able to complete their thoughts without interruption.
Students who, for whatever reason, are having difficulty performing competently cannot hide in an electronic forum and consequently faculty assistance can be given before a crisis point is reached. It requires a team approach, for more competencies are required than any one teacher can acquire. Teaching theologians will need to develop collaborative relationships, not only with other theologians, but also with instructional designers and technicians and they will have to be recognized as colleagues in the educational enterprise, not simply as support staff. This will produce an enormous cultural change one that many observers say will come whether or not faculty like it. Computer mediated communication can effectively ameliorate this pressure.