It works, but is it action learning?

Abstract

Action learning offers significant opportunities for increasing student involvement and autonomy in the learning process, but it is not always possible to free up conventional curricula to the extent that a total use of action learning would require. This article considers a course which uses action learning principles alongside more traditional teaching methods and asks whether it can truly be said to be using action learning or whether the principles have been too far adapted for this experience to be described by this name.