Action e-learning: An exploratory case study of action learning applied online

Waddill, Deborah

doi:10.1080/13678860600616347

Cited by 29 publications

(23 citation statements)

References 24 publications

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“…A multi-user collaboration tool is now used to log actions, questions, insights and reflections. This form of asynchronous VAL has been used for senior leaders on a management development programme, finding positive results for learning, behaviour change and outcomes (Waddill 2006). In our case the facilitator takes notes of meetings, which draw out key ideas and insights to enable students to come back and reflect on what has been discussed.…”

Section: Enhancing Technology Utilisationmentioning

confidence: 99%

Learning together, learning apart: integrated action learning through a socio-technical systems lens

Wilson

Tucker

Hannibal

et al. 2020

Action Learning: Research and Practice

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Section: Enhancing Technology Utilisationmentioning

confidence: 99%

Learning together, learning apart: integrated action learning through a socio-technical systems lens

Wilson

Tucker

Hannibal

et al. 2020

Action Learning: Research and Practice

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“…However, I was encouraged by the account of Waddill (2006) who reported effective implementation of an education course which she labeled as ‘Action E-learning’ in the form of ‘Web-Based Instruction’ (159–160) with ‘twelve … senior managers in different government agencies’ of the USA who ‘worked in a variety of locations throughout the US’ and ‘were grouped into three groups or sets … of four or five individuals’ (161–162).…”

Section: Al Applied Virtually (Val) Per Waddillmentioning

confidence: 99%

“…However, Waddill (2006) stated the course ‘was five weeks long at the client’s request. When a course is compressed into such a short time frame … , it is difficult to take action on or resolve complex problems … ’ (168).…”

Section: Al Applied Virtually (Val) Per Waddillmentioning

confidence: 99%

Action learning in virtual higher education: applying leadership theory

Curtin

2016

Action Learning: Research and Practice

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This paper reports the historical foundation of Northeastern University’s course, LDR 6100: Developing Your Leadership Capability, a partial literature review of action learning (AL) and virtual action learning (VAL), a course methodology of LDR 6100 requiring students to apply leadership perspectives using VAL as instructed by the author, questionnaire and survey results of students who evaluated the effectiveness of their application of leadership theories using VAL and insights believed to have been gained by the author administering VAL. Findings indicate most students thought applying leadership perspectives using AL was better than considering leadership perspectives not using AL. In addition as implemented in LDR 6100, more students evaluated VAL positively than did those who assessed VAL negatively.

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“…Each level has an effect on the next, so that the satisfaction of the trainees influences their tendency to learn, which can modify their behaviors to the point of improving individual and organizational performance. This argument is supported by previous research indicating a positive relationship between the four levels of evaluation (Lin et al ., ; Waddill, ). Specifically, reactions to training programs have been found to influence learning and post‐training performance (Mathieu et al ., ; Rhoades & Eisenberger, ; Tannenbaum & Woods, ).…”

Section: Introductionmentioning

confidence: 99%

Using the training reactions questionnaire to analyze the reactions of university students undergoing career‐related training inJordan: a prospective human resource development approach

Khasawneh

Al-Zawahreh

2015

Int J Training Development

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The primary purpose of the present study was to validate Morgan and Casper's training reactions questionnaire (TRQ) for use in Jordan. The study also investigated the reactions of university students to career-related training programs. Another purpose of the study was to determine the impact of certain aspects of training programs on the overall satisfaction of university students with the quality of the programs. The validated TRQ was administered to a purposive sample of 304 participants who completed at least two training programs. Results showed that the TRQ is valid for use in Jordan. Results also indicated that participants exhibited high levels of satisfaction with all aspects of the training programs completed.Further, based on regression analyses, results indicated that utility of training had the highest explained variance followed by course materials and course structure. Finally, the study provided a number of practical and theoretical implications for the field of study.

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Action e-learning: An exploratory case study of action learning applied online

Cited by 29 publications

References 24 publications

Learning together, learning apart: integrated action learning through a socio-technical systems lens

Learning together, learning apart: integrated action learning through a socio-technical systems lens

Action learning in virtual higher education: applying leadership theory

Using the training reactions questionnaire to analyze the reactions of university students undergoing career‐related training inJordan: a prospective human resource development approach

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