ABSTRACT
The chapter discusses the strengths and areas of improvement for the online course component of the Georgia 3Rs Program, compared to its on-site training, and explains how graduate students and a local museum expressed unexpected interest for the program. Overall, interviewees found that online religious literacy training, to be quite dense, lacked the discussion and engagement that teachers sought, presented material that related to Georgia overall rather than locally relevant materials. Many interviewees believed that in-person or online guidance would address questions that were raised during the modules in more depth. Our literature review of online training practices offers ways to address these concerns. Our findings also showed that there is much potential to expand the 3Rs program beyond the secondary school environment, as graduate students in Georgia and local museums showed interest in learning religious literacy and religious liberty too.
