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A schooling paradigm of the faith community based on the epistemological fallacy can prohibit practical and integrated faith formation, and even risk a church’s public functions to fail. In addition, the discussions around Education 3.0 give chances for teachers and students to participate as co-participants. This study aims at exploring the effects of blended problem based learning (B-PBL), using a case of “Learning Activity Workshop,” a class in 2011, from the Department of Christian Education, P College. B-PBL as an alternative instructional methodology is blending online and offline learning environments, as well as PBL and action learning. The effects of B-PBL were analyzed interaction message patterns and the changing process of self-efficacy. As a result, B-PBL had a positive influence on the learners’ integrated thinking, student-centered attitude, and self-efficacy. It is a delimitation and limitation of the study that it mainly focuses on the process of B-PBL in higher education. Nevertheless, this study proposes an alternative instructional methodology based on Christian epistemology, and provides meaningful clues to integrate the living, learning, and working for intern pastors and intern educators in Christian education.
