Action-Based Learning

Naidu, Somaiya; Bedgood, Danny R.

doi:10.1007/978-1-4419-1428-6_813

Cited by 6 publications

(3 citation statements)

References 2 publications

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“…Authentic learning activities can be presented in various ways, such as action-based learning (ABL) and problembased learning (PBL). Action-based learning (ABL) is defined as "all learning that the learner meticulously plans through an activity" (Naidu & Bedgood, 2012). Action-based learning in Business Studies, for example, often takes place in the excursion or apprenticeship, where students collaborate to investigate and solve real-world problems to deepen their understanding of business concepts and frameworks and develop relevant professional and critical thinking skills (Danford, 2006).…”

Section: Deriving Principles and Characteristics For Authentic Learningmentioning

confidence: 99%

Using Technology to Support Authentic Learning Approach in Social Studies Education: A Learning Design for a Social Studies Subject

Tan¹

2022

jher

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In recent years, countries around the world have set off a trend of developing students' core competencies for the 21st century. Educators realized that traditional teaching method may no longer meet the needs for changing working and learning environment. Authentic learning provides a new platform for cultivating talents and developing core competencies. However, empirical research on authentic learning has not reached a consensus on the understanding of authenticity learning which creates challenges for educators to implement authentic learning in their teaching practices. From different scholars' understanding of authenticity learning, the common questions are around: how "real" is authenticity learning before it can be called authentic learning? What are the characteristics of authentic learning? Can technology be effectively implemented in the classroom to assist authentic learning? This paper discusses the implications of "authenticity" and "authenticity learning", summarizes the characteristics of authentic learning from the aspects of the composition of learning activities, and explores a TPACK model that can apply the theory of authentic learning from a learning design in Business Studies as an example. Through the exploration of these theories and practices, this paper is expected to provide valuable reference for schools and teachers to implement the concept of authenticity learning, so that the theory of authentic learning can give full play to the maximum efficiency in teaching and learning practice.

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Section: Deriving Principles and Characteristics For Authentic Learningmentioning

confidence: 99%

Using Technology to Support Authentic Learning Approach in Social Studies Education: A Learning Design for a Social Studies Subject

Tan¹

2022

jher

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“…To engage students and prevent them from becoming merely passive recipients during the lecture, principles are derived from action-based learning concepts (Naidu & Bedgood, 2012). In the context of the following case study, we refer to a broad definition of the 'action-based learning' pedagogical approach, which includes 'all learning that is orchestrated by some activity on the part of learners' (Naidu & Bedgood, 2012). The activities performed in this case study consisted of group discussion, hands-on activities and data collection.…”

Section: Introductionmentioning

confidence: 99%

The Individual Transport Mobility Gap (ITMG) as an Obstacle on the Road to Higher Rates of Public Transport Use

Bongard

2020

Economics and Culture

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AbstractResearch purpose. The call for higher rates of public transport usage seems reasonable and understandable, given the growing impact of climate change and the high burden of heavy traffic, especially on urban transport structures. A course of Bachelor’s degree students in Logistics explored the issue of satisfaction with individual transport mobility, formulating the hypothesis that there must be a striking difference in the quality behind the use of a private car versus the use of public transport. The hypothesised difference in perceived quality between the two modes of transport was called the individual transport mobility gap (ITMG).Design/Methodology/Approach. The ITMG was considered from the perspective of people who mainly use a car (car users) and who mainly use public transport (public transport users). Both groups were asked how they rate their preferred means of transport and how they rate the alternative mode of transport using an online questionnaire. The survey can be accessed online at: https://fhludwigshafen.eu.qualtrics.com/jfe/form/SV_6JOoxNvlSVxsdDv.Findings. The results of the study confirmed the hypothesis that there is a substantial perceived gap with an ITMG value of 4.0 between using a car versus using public transport for people who primarily use a car. In contrast, the ITMG value for public transport users was only 0.8.Originality/Relevance/Practical Implications. The originality of this approach lies in surveying satisfaction with a mode of transport at a highly aggregated level rather than at the level of individual quality factors, such as punctuality or flexibility. ITMG is defined in this study as a valuable metric that provides a basis for comparison. This quantitative metric can in turn be used to determine the effectiveness of measures to increase usage rates of public transport. The study also provides practical findings by making available its database to other researchers for further evaluation purposes. The study also contributes to scholarly and public discourse on how to effectively reduce the satisfaction gap in the use of private cars versus public transport, thus resulting in improved outcomes for the environment and society.

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“…10. The action-based approach to learning assumes individualised or collaborative group-based learning activities toward the achievement of an individual or a common goal (Naidu & Bedgood, 2012). This learning approach puts more emphasis on one's experience while involved in a task than it does on curricular issues.…”

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confidence: 99%

International Curriculum and Conceptual Approaches to Doctoral Programs in Leadership Studies

Malakyan

2019

IJDS

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Aim/Purpose: This study explores the various teaching and learning approaches, curriculum design, and program requirements for 70 doctoral programs in leadership. Background: Early research indicates that few studies have addressed learner-centred and process-based approaches to leadership studies among doctoral programs in leadership worldwide. This study is the first complete review of programs in the interdisciplinary field of leadership. Methodology: A qualitative method approach through internet-mediated research was employed to identify explicit and implicit textual data on learning approaches of doctoral programs in leadership. The sample represents a list of 70 doctoral programs in leadership studies and organisational leadership (62 programs are in the United States and eight in Europe, Canada, Philippines, and South Africa). Contribution: This study provides an overview of doctoral program characteristics, delivery methods, coursework and research requirements, discipline-relevant teaching and learning approaches, and process-based approach to leadership. It may serve as a resource and a roadmap to assess teaching and learning approaches of doctoral programs in leadership for program reviews and improvement. Findings: The significant findings of this study are: (a) 91.4% of doctoral programs are coursework-driven, leaving little room for original research. (b) 46% of programs show lack of evidence to context-based approaches to learning (learning as a social activity served outside of classroom environment where learning tools and the context intersect with human interactions). (c) Various teaching and learning approaches, including those prescribed to constructivist, interactionist, situated, and action-based learning approaches. Recommendations for Practitioners: Leadership cannot be understood or learned without social interactions in context. In order to produce experts and “stewards of the field,” a clearer learner-centred strategy to doctoral education, including context-based experiences, should be considered. This pedagogical approach needs to be explicitly articulated (on the public website) to enable students to make an informed decision about doctoral programs in leadership. Recommendation for Researchers: In order to produce theoreticians and “stewards of the discipline” (Golde & Walker, 2006), doctoral curricula design and implementation should seek a balance between coursework, independent research, and creation of collaborative learning environment between students and faculty. Further, due to the shift from the leader-centred to the process-based understanding of leadership, doctoral programs in leadership should consider the relationship process between leaders and followers as one academic inquiry or continuum. Impact on Society: Doctoral programs in leadership that utilise more learner-centred and context-based approaches for knowledge acquisition (epistemologies) as well as studying the leadership phenomenon as a relationship process are more likely to become more impactful and sustainable in society. Future Research: More research seems necessary to identify the extent to which learner-centred approaches within doctoral programs in leadership positively impact on doctoral students’ motivation for learning, program completion, retention, and personal and professional development.

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Action-Based Learning

Cited by 6 publications

References 2 publications

Using Technology to Support Authentic Learning Approach in Social Studies Education: A Learning Design for a Social Studies Subject

Using Technology to Support Authentic Learning Approach in Social Studies Education: A Learning Design for a Social Studies Subject

The Individual Transport Mobility Gap (ITMG) as an Obstacle on the Road to Higher Rates of Public Transport Use

International Curriculum and Conceptual Approaches to Doctoral Programs in Leadership Studies

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