Addressing Online Learning Issues and Concerns Through Appreciative-Critical Ethnographic Model

• In Event: AERA Roundtable Session Sunday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: Leveraging Multi and Mixed Methods to Transform Education (Table 14)

Abstract

The synergy of appreciative inquiry and critical ethnography to evaluate online learning among students, teachers, and parents, is useful in addressing some issues and concerns, and proposing remedies for online learning difficulties. Integrating quantitative and qualitative data, classroom observations, interviews, focus groups, and surveys were utilized. Findings showed a general appreciation for online learning but noted discrepancies in factors influencing this appreciation. A weak positive relationship between academic performance and online learning appreciation was further explained through focus groups and interviews. Critical issues emerged, leading to a constructed appreciative-critical ethnographic model that may remedy the online learning issues and concerns. This study suggests evaluating educational programs, policies, and informed contextual decisions regarding online learning implementations.

Authors

• Daren Sauza Ngadima, University of the Philippines - Diliman

• Teodora Salubayba, University of the Philippines