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Taylor Seminary Online
Introduction and Tutorial

Using Moodle

Instructions for Students

"Moodle" is Taylor Seminary's online platform for courses. Students and instructors use Moodle for communication and for various needs of the course. Many instructors use Moodle but not all do. If your instructor uses Moodle for the course, the instructor will let their students know and provide instructions on how to access the course site. All online and hybrid courses use Moodle.

Taylor Seminary's Moodle site is http://online.taylor-edu.ca

Once you get on Taylor Seminary's Moodle site (http://online.taylor-edu.ca), you will see "Login" on the upper right hand side of the page. Click on "Login" and another page will appear. You will be able to Login by entering your username and password.

Please be aware that if you are logging into Moodle for the first time, a feature has been set up that will force you to change your password.

If you're not able to login, try again: make sure to enter the correct username and password which is case-sensitive. If you cannot login, contact your instructor immediately. Your instructor will contact the administrator to reset your password. An e-mail message will be sent to the student once the account has been reset.

Once you have logged in successfully, the Moodle home page will appear. You will see a list of course categories. Click on the category of your choice and then a list of courses will appear. Locate or search for the desired course and click on the course name. Click on the course of your choice and the course site will appear. If your teacher has given you an enrollment key, enter it when prompted, and click "Enroll me in this course".

If you're unable to gain access to the course site or if you have any questions about the course site, please contact your instructor immediately.

When you're finished using Moodle, you should log-out by clicking on "Logout" which is on the upper right hand side of the page.

Moodle FAQs

1. Why can't I log in?

There could be many reasons but the most probable is you have simply forgotten your password, are trying the wrong one or are entering it incorrectly. Some other things to think about include:

- Does your username or password contain a mixture of upper and lower case letters? It should be entered exactly
- Are cookies enabled on your browser?

2. Why am I not getting any e-mails?

Chances are your email address in your profile is either wrong or disabled. It could also be that you are not subscribed to the forums that are generating emails. After checking the email address and settings, if you are still having an issue, contact your instructor immediately.

3. Why is there no upload box?

This is either because:

- The assignment has now closed
- The assignment is not yet open
- You already uploaded something and the settings prevent resubmissions

4. How can I view my recent assignment feedback?

There are many ways you can access their feedback. Contact you instructor for more information on how to view feedback for an assignment.

5. Why is my course average so low?

Don't panic! The Moodle gradebook takes into account unmarked and unsubmitted work. In other words, you start with zero and as you progress through the course and complete graded activities the percentage will steadily rise.

6. Why am I getting a grade of zero on my quiz?

You might have exceeded the quiz time limit.

This should never happen, because the count-down timer should submit the quiz automatically when time expires, and then the Moodle server should process you submission promptly. However, if the server is overloaded and running slowly, your responses may not be processed until after the 'too late' cut-off time so you will not receive marks for those questions. In such a case, contact your instructor as soon as possible.

Online Learning at Taylor

Taylor Seminary offers a number of courses in an online format each semester, and other courses are offered in a hybrid format (some classroom teaching, with a significant online component). These online courses have attracted students from across Canada and the United States, and from places around the world such as Peru and Russia.

In a recent survey of our students (Fall 2012), Taylor students were asked, "In what educational context have you completed the larger portion (more than 50%) of your courses?" The responses were as follows:

64.8% On campus (traditional academic terms)
24.0% Online courses

11.1% Modular (week-long or weekend)

Students were also asked to rank their agreement with the following statement: "On-line courses provide an effective mode of teaching and learning." The results are encouraging for anyone thinking about taking advantage of distance learning opportunities from Taylor Seminary.

 

Graph-Students-OnlineCourses

Helpful Links

Taylor Seminary's Moodle (online learning) site is here.

Online Course/Moodle FAQ

Learn more about studying online at Taylor, check out the list of online courses on the Registrar's Home Page (look for "Syllabi" or for the most recent Timetable).

 

Taylor Seminary Online Introduction and Tutorial

Introduction

In keeping with our mission, Taylor Seminary is committed to developing Christ-minded leaders who make a difference in the world. In keeping with our commitment to the standards of the Association of Theological Schools (ATS), we set out objectives for our degree programs and measure our effectiveness in serving our students with excellence.

Taylor Seminary has just conducted a survey of some current students and its graduates of the last five years, and some of the survey results provide our most current and quantitative measurements of the seminary’s educational effectiveness.

Satisfaction with the Educational Process

To obtain the most informed data available, the surveys were sent to:

  • Students who have attended in the last five years (most of whom would have hopefully experienced our revised programs and delivery systems), have completed a minimum of nine credit hours, and all who have taken online and offsite courses in the last five years (because their numbers are relatively small); and
  • Alumni who graduated in the last five years.

Those sections of the survey most directly related to the educational (teaching and learning) process reveal the following for current students.

THE SURVEY QUESTIONS OR STATEMENTS PERCENTAGE THAT AGREED OR STRONGLY AGREED
The objectives for the program in which I am registered are meeting my educational needs. 95.50%
I am satisfied with the degree to which the courses I am taking at Taylor Seminary are increasing my understanding of:
   o   The Bible 91%
   o   Christian theology & church history 97.50%
   o   The society in which I expect to minister 88.90%
I am satisfied with the degree to which the courses I am taking at Taylor Seminary are helping me:
   o   Grow spiritually 95.50%
   o   Develop moral integrity 90.60%
   o   Mature emotionally 84%
   o   Formulate a distinctly Christian worldview 93.1
Taylor Seminary supports and encourages the participation of women:
   o   In classroom discussion 91%
   o   In student government 84%       (9% don’t know)
   o   In chapel programs 77.2%   (15.9% don’t know)
   o   In ministry leadership 72.7%   (15.9% don’t know)
Taylor Seminary supports and encourages the participation of ethnic minorities
   o   In classroom discussion 79.9%   (11.1% don’t know)
   o   In student government 63.6 %   (25% don’t know)
   o   In chapel programs 63.5%   (25% don’t know)
   o   In ministry leadership 63.5%   (22.7% don’t know)
Instructional methods are sensitive to the varied cultural contexts of the students 84.30%
Instructional methods are sensitive to the varied faith communities of the students 88.50%
Instructional methods are sensitive to the varied learning styles of students 73.20%
My seminary education is effective in each of the following areas of study:
   o   Providing a comprehensive understanding of theology, biblical studies & church history 95.50%
   o   Providing an understanding of the cultural contexts of ministry 91%
   o   Providing development in personal and spiritual formation 95.50%
   o   Cultivating capacity for ministerial and and public leadership 93.30%
   o   Integrating materials from the various theological disciplines, field education and personal experience 84.40%
The extracurricular programs of Taylor Seminary:
   o   Encourage spiritual growth 71.1 %   (20% not applicable)
   o   Develop ministerial skills 62.1% (24.4% not applicable)
On-line courses provide an effective mode of teaching and learning 73.2% (11.1% not applicable)
Weekend courses provide an effective mode of teaching and learning 73.2%   (13.3 don’t know)
One-week courses provide an effective mode of teaching and learning 73.3% (15.5% not applicable)
I received the needed technical support to negotiate these courses               70.5 % (13.3% not applicable)

Placement Data

When the alumni of the past five years were asked: “If you were looking for employment, how long did it take after graduation for you to obtain your first paid ministry position,” they responded:

  • 40.6%  I was already working when I graduated from seminary
  • 25%     I did not pursue a paid professional position
  • 18.7%  Less than six months
  • 6.2%    One to two years
  • 6.2%    I have not attained a paid professional position
  • 3.1%    Longer than two years

Graduation Percentage Rate

Based on the number of students that entered the following programs since 2005, minus those who dropped out and those who are still with us, the percentage that have graduated are as follows: the M.Div. 43%; the MTS 66%; and the MA 100%. Why there is such a difference between these degree programs is something that we are still attempting to analyze.

Retention Rates in all Programs

TAYLOR SEMINARY RETENTION DATA

 

Semester

Retention Rate

Fall 2008

71.43%

Fall 2009

57.43%

Fall 2010

76.19%

Fall 2011

75.38%

Fall 2012

65.79%

How the Retention Rate is Calculated

Current Fall program students who were registered in previous Fall semester divided by (Previous Fall semester program students minus Graduates from most recent graduation minus previous winter semester dismissals)

The lower retention rate for the fall of 2012 is not a final figure. Since these numbers were produced in September, additional students have continued to register for one week intensive modules that are offered in October and November. January Intersession courses will also be included in the final numbers for the Fall Semester 2012.

 

Conclusion

 

An analysis of these data would require at least two to three times the space needed to present the data itself. My impression is that these reports are to be relatively brief. Therefore, we are just letting the data speak for itself and trust that meets the requirements of this report.

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