Exploring Latinx Graduate Students’ Experiences in Online Classes at a Hispanic Serving Institution

Abstract

ABSTRACT Guided by a Culturally Relevant Pedagogy framework, we used a phenomenological research design to explore nine Latinx graduate students’ lived experiences in online courses at a Hispanic Serving Institution (HSI). In this study, we analyzed nine Latinx graduate students’ interview transcripts that focused on lived experiences with online learning. The following themes emerged from phenomenological data analysis: accessibility, organization and structure, distractions and connectivity, instructor approachability, communication, flexibility with online learning and self-paced, active learning, guidelines and purpose for assignments, and criteria for success. We structure findings around three effective teaching practices: (1) designing an effective learning environment, (2) structuring intentional learning experiences, and assessing teaching effectiveness. We also provide implications for faculty developers at HSIs.