Innovative Blended Learning Approaches through Appreciative Inquiry: A Case Study of Chinese Students in Thailand
Keywords:
Appreciative inquiry, Business education, Integrative blended teaching and learning, Chinese studentsAbstract
In recent years, the adoption of Appreciative Inquiry (AI) in educational settings has gained considerable traction, emphasizing strengths and positive attributes over weaknesses. While numerous studies have extensively explored this approach within Western contexts, limited research has been conducted in Asian countries, particularly regarding Chinese students. This study aims to investigate the application of the AI approach among Chinese students pursuing higher education abroad, specifically at international universities in Thailand. Thailand is experiencing a significant influx of Chinese students due to its rapid growth and appeal.
Utilizing the 4D phases of Appreciative Inquiry – Discovery, Dream, Design, and Destiny – this study explores the experiences of Chinese students in these phases. In the Discovery phase, Chinese students identified presentation experiences as crucial "high points," emphasizing teamwork, idea generation, and skill development. During the Dream phase, they envisioned optimal educational experiences. The Design phase involved devising innovative strategies for blended teaching and learning. Finally, the Destiny phase ensured the sustainable implementation of these strategies.
The study employed semi-structured interviews with 30 Chinese students. To ensure a comprehensive investigation, a triangulation approach was adopted, including interviews with an additional 15 students from diverse national backgrounds and five faculty members. The findings provide valuable insights into blended teaching and learning, offering practical implications for educators in designing effective teaching plans tailored to this context. Furthermore, it presents an innovative perspective on business education, thereby enhancing the application of the AI model for Chinese students.
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