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ERIC Number: EJ1285794
Record Type: Journal
Publication Date: 2021
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1476-7333
Adaptive Action Learning in an Online Community: Facilitating a Large Cohort to Deliver Results
Callaghan, David; Collins, Helen
Action Learning: Research and Practice, v18 n1 p20-37 2021
This paper explores the literature around online and blended learning. The impetus came from a cohort of 60 students being led through their dissertation by an e-learning evangelist. Initially the pedagogy closely followed Salmon's Five Stage Model, Wenger's Community of Practice, and traditional Social Constructivism pedagogies. In hindsight, it has been realised that, in practice, these pedagogies have been eclipsed by Action Learning -- a far better fit to the emergent tutor and student experiences. It is suggested that where 'expert' students are working at the top of Bloom's taxonomy (criticality, creativity, evaluation, innovation), such as during the creation of a dissertation, action learning is a highly effective overarching pedagogy. Moreover, we propose a model of action learning that may work with massive participant numbers; like the MOOC, adding Massive to the existing acronym of action learning Sets: Massive Action Learning Set: MALS.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom