An appreciative inquiry of teacher’s perspectives on synchronous learning and Myanmar education during the Covid-19 pandemic

Abstract

This study examined the use of appreciative inquiry to guide the development of online synchronous learning resources for teachers in Myanmar. Through the four appreciative inquiry processes: discover, dream, design, and delivery, teachers in this study reflected on their own teaching experiences and provided valuable recommendations for other teachers. The appreciative inquiry, a qualitative research approach, was applied to identify and understand the best features and practices in asynchronous learning at faith-based institutions. The constructivist theory is employed to understand the experiences of teachers practicing online synchronous learning and construct new knowledge upon the foundation of prior knowledge about asynchronous learning. This study aims to appreciate the best practices of online synchronous learning and to design an ideal online synchronous learning in faith-based institutions in Myanmar. The data collection methods were interviews and observations. The data analysis process was done by thematic analysis from Braun and Clarke (2006). This study was conducted at two faith-based institutions: high school (3 participants) and college (6 participants). The findings of this study were disseminated to research participants, school administrators, and teachers practicing online synchronous learning.

Keywords

• appreciate inquiry
• constructivist
• synchronous learning
• faith-based institution