Educational Model

 Distance education provides a viable alternative to traditional instruction.

  • One size does not fit all in education programs in Latin America. All models have their own strengths and weaknesses, including both traditional and distance education models. 
  • The resident education model has prevailed in the region, particularly at higher levels of learning. While having many advantages, it excludes the majority of leaders from further training opportunities. 
  • Through distance education, LATN makes advanced theological and leadership education much more accessible without compromising quality. 

LATN creates communities of learners. 

  • A learning community is a culture of learning in which everyone is involved in a collective effort of understanding (Bielaczyc & Collins, 1999). 
  • Learning is a social and cultural enterprise. "We learn from the company we keep" (Smith, 1998). 
  • In a learning community the goal is to advance collective knowledge and in that way support the growth of individual knowledge (Scardamalia & Bereiter, 1994) 
  • Scripture supports models that provide leadership education within a social context more than an individual context. 
  • Learning communities are a good context for discipleship and personal growth. 
  • The learning-communities approach addresses the needs for students to deal with complex issues, figure things out for themselves, communicate and work with people from diverse backgrounds and views, and share what they learn with others. 
  • Adult learning theories emphasize the importance of learner-learner interaction as well as learner-instructor interaction. 
  • By creating a sense of community among learners, LATN offsets a feeling of isolation and reduces attrition.

LATN develops life-long learners

The world is becoming increasingly complex and knowledge is expanding to the point that no one person can absorb in school everything that they need to know. Today's learners are required to work in ever changing environments, think abstractly and develop new skills. LATN's programs are designed to prepare leaders to be "expert learners" for the rest of their lives.

LATN develops critical thinkers and problem solvers

  • Critical thinking involves identifying and challenging assumptions, and imagining and exploring alternatives. LATN learners, as adults, are taught how to engage in critical analysis, from a biblical point of view, of their own assumptions and the values and practices of their own organizations and communities.
  • Problem solving combines previous learning and cognitive strategies in a unique way to solve problems not previously encountered (Smith & Ragan, 1999). 
  • LATN prepares leaders to identify problems in their ministry context and provide biblical solutions.

LATN applies contemporary adult learning theory

Because its students are adult leaders, LATN ...

  • Views students as autonomous and self-directed.
  • Connects new learning to the student's life experience and knowledge base.
  • Is sensitive to entering competencies of the student.
  • Demonstrates consistently how the course will help them attain their goals.
  • Provides a safe environment in which to grow spiritually, intellectually and socially.

LATN is thoroughly biblical in its content

  • All courses involve students interacting with the biblical text.
  • The Bible’s teaching is taken to be authoritative in theology, ideology, culture and practice.
  • Studies in all fields of knowledge are done within the context of a Christian view of nature, humanity and culture.