5.9 A rural case study of church-based learning identified eight potential barriers: (a) theological and social conservatism amongst rural church members; (b) existence of strongly contrasting agendas between churches in urban/suburban locations and those in villages; (c) failure of monitoring, evaluation or feedback in relation to learning; (d) failure to engage in ecumenical initiatives; (e) a strong clergy-laity divide in village churches; (f) self-selecting, small and exclusive groups of learners; (g) lack of learner confidence married to lack of variety in provision; (h) a strong suspicion of a participatory (learning styles) approach from both church members and leaders.
6.1 Computer-based learning (CBL) and use of the internet offer considerable benefits for church-related learning or training, including cost issues, delivery and accessibility, and networking or communal learning. Churches that do not at least examine these as possibilities may be creating barriers to the learning and development of their congregations.
6.2 However, increased – or even exclusive – reliance on such approaches highlights barriers to the use of these in adult learning for those in rural contexts: (a) appropriate (or even any) internet access is extremely variable in rural areas; (b) even where suitable internet access is available (e.g. high-speed broadband), this will not necessarily solve problems of individual rural isolation. Although they need not do so, both CBL and internet use have the potential to minimise a learner’s interaction with both a wider learning community and with supervision or guidance.
6.3 Wider official encouragement of lifelong learning has reinforced its personalisation. Again, this offers considerable benefits, not least that it places the learner firmly at the centre of the learning process. However this highlights potential barriers, especially in a church context: (a) accepting and affirming the learner’s centrality; (b) recognising and affirming the multiplicity of roles and contexts in a learner’s life (especially outside the church); (c) developing and offering varied learning opportunities and approaches within the church context.
6.4 The church is a community – more than simply an assemblage of individuals. Learning in a church context and in relation to Christian mission and ministry should minimise barriers to individual development and corporate life by balancing the importance and roles of both individuals and the Church as a body.
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