Volume 20 Number 2 

Safary Wa-Mbaleka


Academic Dishonesty and Achievement Emotions AmongInternational Students in Thailand
Darrin Thomas
D.A.M.S: Introduction to a Disruptive Aging
Paradigm for Strengthening Longevity and
Improving Quality of Life

William C. Andress 

Promoting More English Language Teaching and
Learning in Adventist Organizations 

Safary Wa-Mbaleka, Carol Linda Kingston,
& Sheri Joy Namanya

The Influence of Culture and Access to Health Care Delivery As Predictors of Health Behaviors Among Malaysians of Different Cultural Backgrounds 
Mary Jane Botabara-Yap, Miriam Razon-Estrada,
& Edwin Balila

Teaching Aids in English Language Teaching in Zimbabwe: The Case of Granda District 
Noko Thubelihle & Muchemwa Stella

Faith Presence: How Students Live Faith in
the Online Classroom 

Leni T. Casimiro

Syntactic Analysis Preference: How Filipinos Do withGlobally-Ambiguous Sentences 
Lesley Karen B. Penera

Seven Secrets of Mental Power in
the Writings of Ellen G. White 

Yaroslav Ovdiyenko

Needs Assessment of Senior High School
Mathematics Teachers in Teaching Statistics
and Probability 

Sussette Candelario-Aplaon

The Effects of Mother Tongue-Based Multilingual Education On the English Literacy of Children in
Silang, Philippines 

Sheri Joy C. Namanya

Social Investment Funds and Social Responsibility: Do International Financial Institutions Deserve Special Treatment? 
Christel Arnaud Ngadima & Isaac P. Podah

Appreciative Inquiry of Social Marketing: Studies Between 2000 and 2009 
Innocent Sigauke & Kenneth Swansi

Symptomology of Academic Theft: Does It Matter If Students Steal? 
Ismael N. Talili

Moonlighting as a Growing Phenomenon:
A Case Study of a Congolese Christian University 

Georges Mumbere Kisumano & Safary Wa-Mbaleka


International Forum 
Vol. 20, No. 2
December 2017
Print ISSN : 0119-2000
Online ISSN : 2350-7497


Abstract. With the increasing share of online learning in mainstream education systems around the world, there is no doubt that online learning has become a disruptive innovation in the current era. even Christian schools, with their distinctively faith-integrated curriculum that aims to transform students’ lives, are increasingly engaged in the new modality. However, Clayton Christensen, the guru of disruptive innovation, believes that changing people’s lives is something hard for online learning to accomplish. Challenged by this argument, this paper attempts to answer the question: Is it possible to instill faith through online education? Course materials, discussion transcripts, and written interviews of students in three fully online classes in a Christian graduate school, were examined to find out if students experience faith presence in their classes. Results showed varying levels of faith presence in the three classes. Further observations and interviews revealed conditions for achieving faith presence in the online environment.


Keywords: faith presence, online learning, integration of faith and learning, community of inquiry.


Leni T. Casimiro, PhD
Director, AIIAS Online
AIIAS, Silang, Cavite, Philippines

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