Improving Learning and Teaching Through Action Learning and Action Research

Zuber-Skerritt O. (1993) Improving Learning and Teaching Through Action Learning and Action Research. Higher Education Research & Development, 12 1: 45-58. doi:10.1080/0729436930120105


Author Zuber-Skerritt O.
Title Improving Learning and Teaching Through Action Learning and Action Research
Journal name Higher Education Research & Development   Check publisher's open access policy
ISSN 1469-8366
Publication date 1993-01-01
Sub-type Article (original research)
DOI 10.1080/0729436930120105
Volume 12
Issue 1
Start page 45
End page 58
Total pages 14
Subject 3304 Education
Abstract The purpose of this paper is to present a theoretical framework for action learning and action research tor better understanding and improving university learning and teaching. Action research is conceived as a philosophy, a theory of learning, a methodology and a technique. The philosophy includes theories of action, critical theory and personal construct theory. The learning theory encompasses adult learning, experiential learning and double-loop learning. The methodology is based in the dialectical epistemology and the non-positivist paradigm. Examples of action research as a technique are the nominal group technique, the repertory grid technique and other tools aiding reflection and group discussion. It is concluded that action research not only advances knowledge, but also improves practice in higher education by. developing people as professionals and “personal scientists”, and organisations as “learning organisations”. Copyright
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collection: Scopus Import
 
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Created: Tue, 05 Jul 2016, 14:31:37 EST by System User