Hermeneutics as a Methodological Resource for Understanding Empathy in On-Line Learning Environments

Autor/inn/en	Walshaw, Margaret; Duncan, Wayne
Titel	Hermeneutics as a Methodological Resource for Understanding Empathy in On-Line Learning Environments
Quelle	In: International Journal of Research & Method in Education, 38 (2015) 3, S.304-319 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2014.914166
Schlagwörter	Hermeneutics; Empathy; Educational Environment; Online Courses; Qualitative Research; Research Methodology; Synchronous Communication; Multimedia Materials; Student Experience; Teaching Experience; Data Analysis; Data Collection; Classroom Environment; Emotional Intelligence; Distance Education; Secondary School Students; Interviews; Student Attitudes; Computer Mediated Communication; Virtual Classrooms; Foreign Countries; Focus Groups; New Zealand + Suchen Sie Ihr Suchwort? Hermeneutik; Empathie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Online course; Online-Kurs; Qualitative Forschung; Research method; Forschungsmethode; Studienerfahrung; Auswertung; Data capture; Datensammlung; Klassenklima; Unterrichtsklima; Emotionale Intelligenz; Distance study; Distance learning; Fernunterricht; Sekundarschüler; Interviewing; Interviewtechnik; Schülerverhalten; Computerkonferenz; Ausland; Neuseeland
Abstract	Hermeneutics is both a philosophical tradition and a methodological resource. In this qualitative study, hermeneutics provided, simultaneously, a framework and a methodology for understanding empathy in synchronous multimedia conferencing. As a framework for the design of the study, hermeneutics supported the overriding objective to understand the human phenomenon of empathy and students' and teachers' experiences of this phenomenon. As a methodological resource, hermeneutics pointed to an approach to data collection and analysis that would allow us to honour and remain faithful to participants' stories of their experiences of empathy in on-line educational environments. In this article, we provide an explanation of the iterative approach used to interpret empathy within classroom environments devoid of face-to-face interactions. Those approaches offered increasingly deeper understandings of the ways in which people are able to perceive how others "feel" in on-line environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01