Transformation of Online Teaching Practices Through Implementation of Appreciative Inquiry

Abstract

The purpose of this case study was to explore the application and outcome of appreciative inquiry as an online instructional strategy for the development of three specific factors: adult learner motivation, engagement, and performance. Appreciative andragogy was an original phrase developed for this study and is an adaptation of appreciative inquiry. Appreciative inquiry has been successfully utilized within organizations to facilitate change and development, while enhancing employee motivation, engagement, and performance. Because there is little research concerning the application of appreciative inquiry to an academic environment, elements of appreciative inquiry were implemented as an instructional strategy within undergraduate and graduate online classrooms. The appreciative inquiry model was adapted for this study as appreciative andragogy and utilized over a four-week implementation period. The participants worked with selected students from their online class and they measured the three factors (motivation, engagement, and performance) before and after the implementation phase. The findings of this study indicate that appreciative andragogy can be applied as an instructional strategy in any online classroom regardless of the subject matter and it holds the potential to have a positive impact on the online learning classroom environment. The study concluded that appreciative andragogy has an ability to take the distance out of distance learning.

Adult learning theories: implications for online instruction

“…In addition to motivation, additional principles of andragogy should be considered, especially in online learning. A case study by Johnson (2014) adapted an appreciative inquiry model for organizational engagement in what Johnson (2014) called appreciative andragogy to strengthen the instructor-to-student relationship, identify online student resources and identify learning goals. The appreciative andragogy model includes four instructor-to-student contact interventions over the first four weeks of an online course that align with learner performance, engagement and motivation and are meant to build relationships.…”

Global Leadership Model for Health Professions Education Part 2: Teaching/Learning Methods

“…The literature reports that safe learning environments are essential in transformational learning (Frenk et al, 2010;Zaidi, Vyas, Verstegen, Morahan, Dornan, 2017). This T/L method is also consistent with appreciative pedagogy and andragogy concepts for adult learning (Johnson, 2014;Yballe & O'Connor, 2000). Recent reports have also emphasized that a safe and nonthreatening learning context is a key feature for integrating recognition and management of implicit bias into health professions education.…”

Self-Determination: Motivational Profiles of Bachelor’s Degree Seeking Students at an Online, For-Profit University

“…This approach dismisses the notion that students are passive receptors of information and embraces the concept that students are co-creators of information and learning experiences (Assudani & Kilbourne, 2015). Appreciative Inquiry has proven to significantly increase intrinsic motivation in online instruction (Johnson, 2014;McQuain, Neill, Sammons, & Coffland, 2016). Designers and instructors can apply this approach in almost any area of study with open-ended questioning, creative problem-solving assignments, and group collaboration projects.…”