Lessons about action learning from undergraduate students in Budapest

A HyFlex-Flipped Class in Action Learning: A Connectivist MOOC for Creative Problem-Solving

“…The method of learning and unlearning in the AL process is underlined by the concept of learning how to learn, a technique of how people know and what works for them from those that do not. Through this method of learning from what worked with group members, AL integrates an appreciative inquiry, where group members dream and aim at the bright sight of solving the problem from past positive experiences (Csillag & Hidegh, 2021;Dolapcioglu, 2020;Robertson & Heckroodt, 2022). AL, a constructivist learning methodology, has been effectively applied to a classroom primarily for an outdoor experience or action research.…”

“…Problem-solving abilities in some research are defined as abilities to solve an ill-defined problem, in contrast to a defined one with specific answers to be reached, with no clear goals, and a solution path usually found in social science and humanity disciplines. Solving this type of problem is not one loop of hypothesizing, planning, testing, and evaluating; but questioning, reframing the iterative question, reflecting, and finding alternate ways of possible innovative solutions along with a feasible plan, as known by the definition of creative problem-solving (CPS) (Csillag & Hidegh, 2021;Fauziah et al, 2020;Nonthamand & Songkhla, 2018).…”

“…The primary element of this learning activity is to create a space for students to explore ideas, and share opinions, while using tools in the process of CPS (Beech et al, 2021;Brook & Pedler, 2020;Conine & Peratoner, 2019;Csillag & Hidegh, 2021;Dolapcioglu, 2020;Olivares et al, 2019;Perusso et al, 2021).…”

Diarios de la pandemia

“…No obstante, con el paso del tiempo se está acrecentando paulatinamente la bibliografía sobre la pandemia surgida de la investigación social empírica. En este sentido, contamos ya con un buen número de estudios que se han centrado en analizar cómo las transformaciones sociales generadas por la pandemia han afectado emocionalmente a los estudiantes universitarios en distintos lugares del mundo: Europa (Burns et al, 2020;Caparrós Martín, et al, 2021;Csillag & Hidegh, 2020;Lozano-Díaz, Fernández-Prados, et al, 2020), América Latina (Hernández Ferrer & Valencia Aguilar, 2021;Gandulfo, Alegre, & Domínguez, 2020;Reyes & Trujillo, 2021) y Estados Unidos (Sequeira & Dacey, 2020), entre otros. Destaca, en este sentido, el estudio realizado por Aristovnik y sus colaboradores (2020) a partir de una encuesta aplicada a una muestra de más de 30000 estudiantes, de 62 países distintos, donde se subraya como ciertas variables sociodemográficas y geopolíticas afectan a las distintas emociones expresadas por los estudiantes y a sus formas de lidiar con la incertidumbre generada por la pandemia.…”

Analysis of the problems generated by the adaptation of teaching caused by Covid-19: Proposal for a new learning framework

“…Mainly, these problems are related to content creation and information processing (Mietule et al, 2021). There are new competences that must be acquired to teach an online course, in such a way that it motivates the student (Cano et al, 2020).. New skills and methodologies have to be acquired by teachers -such as online problem-based learning, action learning or collaborative problem-based learning (Csillag and Hidegh, 2021).…”