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Adaptive Action Learning in an online community: facilitating a large cohort to deliver results

Callaghan, D and Collins, H (2020) Adaptive Action Learning in an online community: facilitating a large cohort to deliver results. Action Learning: research and practice, 18 (1). pp. 20-37. ISSN 1476-7333

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Abstract

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.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Action Learning: research and practice on 09/12/20, available at http://wwww.tandfonline. com/10.1080/14767333.2020.1854681.
Uncontrolled Keywords: 1303 Specialist Studies in Education, 1503 Business and Management
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
L Education > LC Special aspects of education
T Technology > T Technology (General)
Z Bibliography. Library Science. Information Resources > ZA Information resources > ZA4050 Electronic information resources
Divisions: Business & Management (new Sep 19)
Publisher: Routledge
Date Deposited: 05 Mar 2021 09:10
Last Modified: 05 Mar 2021 09:10
DOI or Identification number: 10.1080/14767333.2020.1854681
URI: https://researchonline.ljmu.ac.uk/id/eprint/14552

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