Abstract:
This dissertation was an examination of the experiences of American Baptist clergy with Internet-based theological education. It also assessed their openness to participating in such programs in the future.
Clergy as a group and American Baptist clergy as a sub-group are a relatively understudied population. They are also one of the groups in the United States that participate in degree-based and continuing education programs. As the number of Internet-based educational programs continues to grow, it will be valuable for educational institutions to know the level of interest within this professional group.
The qualitative study utilized a grounded theory methodology, with elements of ethnography and case study. A rationale for the choice of a qualitative methodology over its quantitative alternative was given.
The researcher found a variety of levels of interest in Internet-based theological education among the clergy interviewed. They expressed a strong priority for ongoing educational activities arising especially from a desire to deal more effectively with people. There was a generally expressed fear that Internet-based programs might not permit adequate interactions between participants and instructor or among the participants. Such interactions were a priority for the clergy who participated in the study. Additionally the researcher found a view of continuing education that included mentoring relationships and other non-credit activities.
The single variable of physical distance did not appear particularly powerful as a motivator for participation in Internet-based programs. Levels of available financial support and available time were factors affecting current participation.

Clergy also indicated multiple factors, including vacation and other non-educational goals, often influenced the choice of educational activities. This complex motive set has a strong potential impact on openness to distance-based programs.
The study concluded with a plethora of questions and hypotheses arising from the interview process. These included the question of a definition of what constitutes continuing education for clergy and the impact of specific experiences of Internet-based theological education on clergy attitudes. Suggestions for further research were offered.