Everyone's Story: Using Hermeneutics to Foster Classroom Interaction, Group Discussion, and Collaboration in Blended Learning Environments

Abstract

Online education has the potential to provide an ideal forum for providing equity of access for students. Grounded in hermeneutic philosophy, this study highlights significant factors that promote a culturally relevant and collaborative online learning environments. Research methods include a thematic content analysis of interviews, emails, journal reflections, as well as face-to-face and online discussions. The setting of this study is one blended-learning, graduate level qualitative research course in a Canadian university. The overall aim of this study is to provide information regarding graduate students’ priorities for managing their own learning. Findings suggest that as graduate students become critical agents of their own online experience, they bring a wealth of diversity into the forum. Further, online discussion-based classrooms that encourage culturally collaborative environments inevitably also promote personal expression and self-expression.