Abstract

In this study, I explored how Latter-day Saint higher education professors experienced and facilitated dialogic interactions in online religion courses. Seven instructors who taught synchronous and asynchronous virtual courses at Brigham Young University participated in semi-structured interviews focused on their pedagogical approaches, relational practices, and perceptions of student engagement. Guided by hermeneutic phenomenology and drawing on principles of dialogic pedagogy, I explored how religion instructors cultivated dialogue in virtual classrooms grounded in doctrinal instruction. The findings revealed how professors created a relational presence, navigated institutional constraints, and fostered deep learning and spiritual growth environments. While some participants viewed online dialogue as comparable to in-person experiences, others expressed concerns about barriers to authentic connection in virtual spaces. Overall, the study offers practice-based insight into how educators cultivate meaningful, reciprocal interaction in online religious education, with implications for improving engagement and supporting transformative learning in digital faith contexts.

Degree

College and Department

David O. McKay School of Education; Instructional Psychology and Technology

Rights

https://lib.byu.edu/about/copyright/