Building on research on family communication and forgiveness, this study seeks to understand how families communicate the value and practice of forgiveness. Through semi-structured interviews, the study asks participants to recall their formative conversations and experiences about forgiveness with their family members and to discuss how those conversations influenced their current perspectives on forgiveness. Interviews from five female undergraduate students yielded seven main themes from where individuals learn how to forgive: 1) Sibling conflicts, 2) Family conversations about friendship conflicts, 3) Conversations with Mom, 4) Living by example, 5) Take the high road, 6) “Life’s too short”, and 7) Messages rooted in faith and morality.

Over the past few decades online learning has continually evolved to become a popular pathway to higher education. The COVID-19 pandemic produced an unprecedented shift toward online learning through Emergency Remote Teaching. Recent literature has increasingly represented online learning environments through the negative experiences of students and instructors as they navigate such a difficult transition. However, comparatively little attention has been given to the experiences of instructors in established online programs. This article presents idiographic findings from a qualitative study that used interpretative phenomenological analysis of interviews with five college-level online instructors. These findings describe the emphasis online instructors place on maximizing student engagement, facilitating the student’s translation of learning to their own lives, belief in online learning as an equal-but-different pathway to higher education, sense of purpose from providing accessible education to a diverse student body, and the unique challenges faced in course preparation and student connection.