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There has been an emphasis on intercultural competency in various professional training settings in the past decade. In Christian ministry, this skillset is highly desirable, and is an important learning outcome in theological education. This research aims to explore the effectiveness of asynchronous online instruction in promoting intercultural competency in a case study of a second-generation Asian-American ministry course in seminary. The research questions focus on cultural differences and adequate instructional strategies, as perceived by students. This research uses surveyed data based on Hofstede's cultural dimensions and qualitative interview data from a course instructor and the students. The results show that the cultural differences between the instructor and students bring positive challenges for students to experience the conflicts in processing and communicating cultural perspectives and ministry philosophies. This case study has suggested that a course learning on intercultural ministry would be most effective in focusing on students’ cultural exposures, reflection on contrasting cultural perspectives, and intercultural communication skills. Although the development of students’ intercultural competencies will not be complete by taking the course, the experience gained through it is significant and opens their eyes and mind to see the greatness of God's kingdom. One that is culturally diverse and continues to inspire their discovery.

practical theology

Exploring student learning effectiveness in a case study of asynchronous online instruction for promoting intercultural church ministry in a Chinese–American seminary