Work-based Learning, Action Learning and the Virtual Paradigm

Abstract

Action learning is a central part of many work-based learning programmes, and, to be effective, requires the learner to engage in re ective learning. This article looks at how the re ective learning cycle can be integrated with action learning processes to create the dynamic of enhanced business effectiveness and individual understanding. Through a case study of a university-corporate partnership, the article explores how a virtual learning environment (web-based materials and interactive forum) can be integrated effectively into the action learning-re ection cycle. It is suggested that the combination of action learning and virtual technology has the potential for enhancing learning, providing data for interactive discussions, and a means of disseminating new knowledge and management best practice within organisations.

The Reflective Learning Continuum: Reflecting on Reflection

“…In their view, transformational change is in part a function of the dialogue that takes place between students that give support to and motivates the learner to move beyond intellectual grasping of ideas to find personal meaning, and thus, to progress from understanding to reflection. Similarly, Gray (2001) argues that student-to-student interactions facilitate the application of learning to existing knowledge by introducing real world examples of the learning topic. Of interest, these interactions are no longer exclusively within the classroom, they can also occur in the electronic learning space (Hay et al, 2004b;Peltier et al, 2003).…”

“…Given the suggested relationship between approaches to learning and levels of reflective learning, items assessing surface and deep approaches to learning were included from Biggs et al (2001). The literature also suggested the importance of conditions for reflection; accordingly items were developed to assess both the role of the fellow students (Braun, 2004;Brown & Posner, 2001;Dempsey et al, 2001;Gray 2001;Hodgkinson & Brown, 2003;Peltier et al, 2003) and the role of the professor (Bailey, et al, 1997, Fisher & Somerton, 2000Liimatainen et al, 2001;Thorpe 2001) A factor analysis revealed that all six of these questions loaded on one global learning assessment measurement. We thus collapsed all six items into one summed dimension.…”

Enriching the values of micro and small business research projects: co-creation service provision as perceived by academic, business and student

“…Although appreciating the traditional root of WBL, this study refers to an environment of learning at Higher Education (HE) level derived from undertaking paid or unpaid work and a major constituent of a programme of study where students are full-time employees, (Ebbutt, 1996;Garnett, 1997). At a pragmatic level, WBL manifests in the delivery of learning through collaborative partnerships between HE and professional bodies (Gray, 1999). Additionally, Raelin (1997) identifies that within the individual level, WBL might start with conceptualisation which provides practitioners with the means to challenge underlying perceptions.…”

Enabling Postgraduate Learning in the Workplace

“…An online study environment can be an effective medium for selfmotivated students to study at work (Gray, 1999;Brink et al, 2002;Harun, 2002). This paper describes how a learning environment can be developed to support this type of learning.…”