Action Learning Research Research Articles

Twenty years of action learning in the journal Action Learning: Research and Practice

ABSTRACT This paper provides a thematic analysis of research papers published in Action Learning: Research and Practice over the past 20 years. The analysis concentrates on the different contexts in which action learning has taken place and on the variations of action learning that have been presented in different papers. Contexts discussed in this paper are different international settings for action learning, and the use of action learning in healthcare, for social action, for small and medium-sized enterprises, and in higher education. Variations and developments of action learning are critical action learning, virtual action learning, and action learning research.

Al-Quran Literacy on Religious Moderation: Critical Communicative Action Research in IRE Learning in the Digital Era

The Al-Quran is the first and primary reference for Muslims. Even though there is a translation of the Al-Quran, it is challenging for Muslim students to refer directly to the Al-Quran because religious terms are scattered in various surahs and verses, while the Al-Quran is very thick. An instant way is to refer to the website, even though intolerant Salafi-takfiri groups control Islamic social media. As a result, students' religious thinking is exclusive and intolerant. Digital Quran ver 3.1 is the only digital Quran that is easy, practical, and fun. However, it is difficult for students to learn about and use it. The research aims to increase Al-Quran literacy to increase students' religious moderation through the CCAR (Critical Communicative Action Research) approach. The research design combines action research steps from Kemmis and McTaggart (planning, acting, evaluating, and reflecting) with Kern's 3R literacy steps (responding, revising, reflecting). Participants were 400 students from the most significant Islamic University and State University in West Java, Indonesia. Researchers collaborated with IRE lecturers and senior students who mastered the digital Quran ver 3.1 in its implementation. The research found that Al-Quran literacy using the CCAR approach which utilizes digital Quran ver 3.1 is very successful in (1) increasing students' awareness of the existence and benefits of digital Quran ver 3.1 (from 0% to 100%); (2) increasing students' skills in installing and applying digital information technology features of the Quran ver 3.1 (from 20.63% to 100%); (3) increasing students' skills in searching and collecting religious terms from Al-Quran translation applications (from 1.25% to 81.63%); (4) increasing students' skills in searching and collecting religious terms from Arabic Al-Quran text applications (from 0.5% to 81.63%); and (5) increasing students' understanding of religious moderation towards non-Muslim perspectives of the Al-Quran (from 22.33% to 78.33%). The implication is that IRE learning needs to optimize the digital Quran ver 3.1 through the CCAR approach to increase students' religious moderation or to increase their understanding of religion, which aligns with the Al-Quran.

A collaborative approach among teachers to support the teaching of learners with visual impairment in the Foundation Phase

In this article, we explore how collaboration between Foundation Phase teachers could address and support the teaching of Foundation Phase learners with visual impairments (VI). By actively involving teachers in the research process, teachers contributed to changes that promoted the inclusion and success of FP learners with VI. This qualitative study implemented participatory action learning and action research (PALAR) as the research design of choice. Participants were recruited using purposive sampling, and the action learning set (ALS) comprised seven Foundation Phase teachers. Data generation entailed three cycles. Cycle One was relationship building, i.e. forming a shared vision for our study, negotiating an ethical agreement, and then determining the specific challenges Foundation Phase teachers have to face. During Cycle Two, we determined how we could address and support the educational needs of Foundation Phase learners with VI. During Cycle Three, we determined the strategies and guidelines that Foundation Phase teachers may use to enhance the teaching of learners with VI. Data generation encompassed ALS discussions, photovoice and reflective journal entries conducted throughout the three cycles. However, this article exclusively focuses on the ALS discussions. Data were analysed using thematic content analysis to design action plans collaboratively by means of which to assist Foundation Phase teachers working with learners with VI. The North-West University (NWU) and the Department of Education of the Western Cape (RSA) granted ethical clearance. The two themes derived from the findings highlighted the crucial importance of collaboration among parents, caregivers, teachers, and stakeholders in addressing the educational needs of FP learners affected by VI effectively, while also highlighting the importance of working together in designing strategies and guidelines for teaching FP learners with VI.

Challenges and strategies for effective online examinations in higher education institutions: Insights from lecturers and students

Paper-based examinations are gradually being replaced as a reasonable number of Eswatini Higher Education Institutions (HEIs) have adopted online examinations. As a new phenomenon, the perspectives of both academic staff and learners had to be assessed. Hence, this study sought to assess the use of online examinations in the Kingdom of Eswatini HEIs. The research was qualitative in nature utilizing the Participatory Action Learning and Action Research (PALAR) design to unravel the impact of the pedagogical innovation as well as factors such as security and practicality to effect best action in the advancement of HEI in the country. Similarly, the Cultural Historical Activity Theory (CHAT) gave insight to the study. For comprehensive data collection, 15 learners and 10 academic staff from from HEIs who use e-exams were purposively selected and interviewed. Generated data were analysed thematically; data were transcribed, coded, and categorised to come up with major patterns and perceptions as themes. Major findings revealed that online exams were easy to administer and mark, secured, flexible, promotes lifelong learning, and reduce risk associated with student travel. However, online examinations promoted malpractice among students. Other challenges on the administration of online examinations include: students and lecturers lack technological skills and poor internet connectivity. The results suggest training of lecturers and students on the use of online examinations, and investing in powerful technologies to support online examinations. With the emerging adoption of digital technology in the HEIs, it is necessary for policymakers to address academic misconduct by drafting relevant policies and procedures.

The INCREASING THE PROFESSIONALISM OF ELEMENTARY SCHOOL TEACHERS THROUGH WRITING SCIENTIFIC PAPERS, PTK AND NUMERIC LITERACY

Lack of access to information about writing scientific papers, classroom action research and numeric literacy. This causes a lack of professional teachers who produce scientific papers, classroom action research and numeric literacy. PGRI Yogyakarta University is one of the universities that has a professional education program department, there are still several professional teachers who have not written scientific work. classroom action research and numeric literacy. Even though there are already professional teachers who have carried out the writing of works. There are still many teachers who are too busy teaching and preparing material every day which means teachers no longer have time to write work. Based on these problems, the method used is an academic seminar to increase teacher professionalism through scientific work, classroom action research, and numeric literacy. The results of the analysis stated that there were changes that occurred in teachers after participating in academic seminar activities. An understanding of the professionalism of elementary school teachers through writing scientific papers, classroom action research and numeracy in learning which was previously ignored makes writing works interesting. Keywords: teacher professionalism, scientific work, classroom action research, numeracy literacy

Responding to the UN sustainability goals in transdisciplinary partnership through network action learning

AbstractThe global water crisis, an enormous concern according to the World Economic Forum, poses a significant challenge to long-term sustainability, exacerbated by the high energy demand associated with water supply and treatment. As the renewable energy sector grows, the need for green technologies to support the water-energy nexus becomes evident. However, mere technological advancements are insufficient to address complex water-related challenges. This paper presents a transdisciplinary collaborative effort involving engineers, geographers, management researchers, and environmentalists working with practitioners in a cross-border network. The study explores through action learning research how, in a transdisciplinary partnership, network action learning influences the exploration and implementation of novel green technology and the development of innovation capabilities. The research is structured around three themes: green technology platforms, policy support and guidance, and dissemination and collaboration. It identifies the factors impacting technology exploration and application and how concurrently green innovation capabilities are developed. The study emphasizes the significance of transdisciplinary collaboration and offers valuable insights into addressing UN Sustainability Goals related to clean water, sustainable industry, and partnerships. It contributes to innovation capability theory and provides practical guidance to researchers, practitioners, and policymakers, emphasizing the need for holistic approaches to address the water-energy crisis and achieve sustainable development.

Using learning analytics to alleviate course and student support administrative load for large classes: a case study

PurposeLarge class sizes are becoming the norm in higher education against concerns of dropping learning qualities. To maintain the standard of learning and add value, one of the common strategies is for the course convenor to proactively monitor student engagement with learning activities against their assessment outcomes and intervene timely. Learning analytics has been increasingly adopted to provide these insights into student engagement and their performance. This case study explores how learning analytics can be used to meet the convenor’s requirements and help reduce administrative workload in a large health science class at the University of New South Wales.Design/methodology/approachThis case-based study adopts an “action learning research approach” in assessing ways of using learning analytics for reducing workload in the educator’s own context and critically reflecting on experiences for improvements. This approach emphasises reflexive methodology, where the educator constantly assesses the context, implements an intervention and reflects on the process for in-time adjustments, improvements and future development.FindingsThe results highlighted ease for the teacher towards the early “flagging” of students who may not be active within the learning management system or who have performed poorly on assessment tasks. Coupled with the ability to send emails to the “flagged” students, this has led to a more personal approach while reducing the number of steps normally required. An unanticipated outcome was the potential for additional time saving through improving the scaffolding mechanisms if the learning analytics were customisable for individual courses.Originality/valueThe results provide further benefits for learning analytics to assist the educator in a growing blended learning environment. They also reveal the potential for learning analytics to be an effective adjunct towards promoting personal learning design.

From “participation” to “transformative participation”: My living-educationaltheory of Facilitating Transformative Continuing Professional Development

Driven by a strong desire for change and personal values, I began to embrace a participation-orientated approach to my own Continuing Professional Development (CPD), rather than the expert-driven one I had previously employed. In an effort to address past instances in which my actions did not align with my values, I developed my living-educational-theory. I collaborated with various stakeholders, including ten primary school teachers working in low-resource South African schools. I actively refined my evolving educational beliefs by seeking feedback from several of my expert critical friends. Through rigorous reflection, I formulated my research question: "How do I interpret participation as a CPD facilitator in fields such as Physical Education (PE), and how can this understanding be effectively conveyed to others?” Drawing upon insights gleaned from my doctoral research, embedded in Participatory Action Learning and Action Research (PALAR), and my annotated reflections, I identified transformative participation as a core value driving my practice. Consequently, by putting this value into action, I discovered the importance of how to dismantle established norms, recognising and respecting the boundary between personal-professional development, and cultivating leadership for lasting impact. This knowledge informs my decision to share practical insights and standards of judgment to assess how I have adopted transformative participation. My hope is that these insights may assist colleagues seeking to facilitate transformative CPD.

Enhancing pedagogy for teaching visual arts in the South African Foundation Phase classroom: A collaborative endeavor

In this article, we report on the pedagogy of a cohort of South African Foundation Phase teachers in the praxis of visual arts. We used participatory action learning and action research (PALAR) as paradigm and methodology and data was generated collaboratively through arts-based strategies such as photovoice, visual journaling, and reflexive group conversations. We analysed the data using an inductive analysis approach. The data indicated a set of extrinsic and intrinsic barriers experienced by the participants in the praxis and pedagogy of visual arts in a South African context. We provide recommendations for Foundation Phase teachers, school management teams, and governmental Departments of Education. This study contributes to the field of arts education by highlighting the plight of generalist teachers having to teach visual arts without sufficient training or support. We create opportunities for arts educators to contribute to the experiences of these teachers.

Women empowerment and food-nutrition security in Sierra Leone: The Gender Model Family approach

BackgroundThis research is conducted in the context of an integrated food security and nutrition project implemented by the Social Enterprise Development Foundation (SEND Sierra Leone) and Agro Forestry Farmers Association (AFFA) in rural Kenema and Pujehun Districts. This paper presents a qualitative ‘baseline’ action-learning research on the impact of the Gender Model Family (GMF) approach on women empowerment and the effects on enhanced outcomes along the agriculture-nutrition pathway. Qualitative data were collected using in-depth face-to-face interviews and focused group discussion (FGD) from the GMF beneficiaries.ResultsLinking Agriculture, Natural Resource Management and Nutrition (LANN) has nutrition security as its aim, and the project objectives and indicators focus on nutrition, not gender—however, this ‘baseline’ action-learning research recognized that gender is a major underlying factor. The evidence suggests that the GMF approach fosters women empowerment and enhances outcomes in food and nutrition security as there has been a change in social rules about men taking part in domestic household work and women involvement in family decision-making.ConclusionsGiven that women play crucial roles as administrators of household food and nutrition security, empowering them is intimately related to the consolidation of household food systems, improves nutrition intake and the fight against food-nutrition insecurity in rural Africa.

Lessons Learnt From Facilitating Action Learning With Youth Facing Multiple Adversities

Action learning has proven to be an effective change process in the field of organisational development, where it originated. However, can it work equally well with young people who face intersectional adversities that negatively affect their holistic well-being, sense of purpose, and self-worth? This paper presents the case of a participatory action learning and action research project that we considered a failure because, after eight months of working with eight youth rendered vulnerable by sociostructural oppression, group cohesion and collaboration towards a common purpose did not materialise. Our analysis of three focus groups conducted with the youth after the engagement, various electronic communications with and between them, and our own reflections as facilitators, taught us some harsh lessons about the complexities of working with such vulnerable populations. Through critical reflection on the lessons learnt, we aim to "fail forward" in true action learning style. Therefore, we offer our learning to assist others working with similar groups to avoid the mistakes we made.

Using open educational resources in studio-based flipped classrooms: action research in video production learning

This study explores the use of open educational resources (OERs) in studio-based learning and their influence on learning experiences. The research team conducted action research with 30 bachelor of arts students who were completing a video production subject. Students were required to learn from a website containing open online learning resources under a flipped classroom approach. A teaching schedule and website were designed according to several criteria. Research data were collected through observation, reflective journals, and interviews and were analyzed via thematic analysis. Participating students expressed their perceptions of benefits and hesitation in utilizing OERs in learning. They agreed that the use of OERs as flipped classroom learning materials could positively affect their learning, primarily through competence and learning autonomy as indicated in self-determination theory. This investigation provides teachers with valuable experience and suggestions for teaching and learning approaches that incorporate OERs into studio-based education. Students learn from OERs in which they can gain the most up-to-date technical knowledge in an autonomous environment. This experience indicates that this pedagogy greatly and positively influences students’ subject-learning experiences, learning outcomes, and self-learning skills.

SoTL in Human Movement Sciences: Moving Forward in South Africa

The Scholarship of Teaching and Learning (SoTL) is an emerging focus within South Africa (SA). In Human Movement Sciences (HMS) in SA, research is primarily discipline-specific, and many researchers are unfamiliar with SoTL. To explore how we (as HMS lecturers) could integrate SoTL into our research, we formed a community of practice (CoP). The SoTL unicycle depiction of Swart et al. (2016) suited our visual analogy since the focus of HMS is on the human body that is in motion. For us, the unicycle represented HMS SoTL in motion. Swart et al. (2016) viewed the SoTL movement as an academic’s individual journey, whereas we saw SoTL from a CoP perspective. Therefore, we adapted the unicycle into a tandem bicycle, representing our collaborative engagements. Participatory action learning and action research (PALAR) formed our theoretical framework. Through our dialogue, each tandem wheel’s focus emerged. The back wheel was about deciding to SoTL (or not). This became a linchpin of our critical dialogue during the relationship-building phase of our CoP. Once we committed, we needed to learn how to keep our CoP moving forward. This became the middle wheel of our tandem bicycle. Next, the front wheel and handlebar became our guide into what the future of SoTL would be for us. The tandem bicycle, therefore, represents our collective cycles of learning as we became SoTL researchers. We believe our learning can support others transitioning from discipline-specific research to engaging in SoTL. *Please note that this poster is best viewed in Adobe on a computer/laptop for interactivity. Click here to read the corresponding ISSOTL blog post.

Acting Upon Student Voice-Based Teaching Assessment Initiatives: An Account of Participatory Action Research for Teacher Professional Learning

Numerous nations implement Student Perception Surveys (SPS) in their schools to assess teaching for student learning improvement. However, research suggests no significant change in teachers’ practices following such student voice-based assessment initiatives, noting their struggle to act upon it. Utilizing the pyramid of student voice as a key framework, we investigate how a Participatory Action Research (PAR)-based professional development (PD) shapes a group of Australian secondary teachers’ interaction with SPS and professional learning. Analyses of the teachers’ interviews, research projects, and reflective notes about their use of SPS illustrate how the PAR-based PD informed their practice, specifically: (i) transforming ‘survey fatigue’ to increased student voice; (ii) contemplating personal, professional, and political entanglements; and (iii) (re)building teacher agency—employing SPS as collective learning tools of professional empowerment rather than accountability measures of teaching. Implications include pathways to strengthen teachers’ agency—honoring their professionalism—in assessment spaces increasingly shaped by student voices.

Staff engagement through action learning enabling the practice of developing new services in a publicly funded university

Today, universities operate in an exceptionally challenging environment characterized by financial constraints and state‐imposed restrictions on critical strategic and operational issues. At the same time, they face rising student numbers and a more diverse student population. One way to address these challenges is through new service development (NSD). This paper examines how staff engagement through action learning can facilitate the development of new services in a complex organizational setting, such as a well‐established publicly funded university. En route, staff engagement in action learning enables the creation of capabilities for NSD. The empirical work involved four action learning projects carried out over a 15‐month period focused on the development of various service types. Applying action learning research, we describe and reflect on how different actors collaborated to develop new services and capabilities for NSD simultaneously. This study contributes a framework that identifies how action learning serves as an enabler for NSD and capability development, providing guidance for researchers and practitioners alike.

Defining and implementing a smart working environment for employee sustainability: action research for organisational development and learning

PurposeThe purpose of this study consisted of an organisational development intervention in a growing small and medium-sized enterprises (SME) where the top management’s objective was to become an attractive workplace for the next generation of employees. The central problem is how to develop a smart working environment (SWE) based on the needs of this target group. The aim is both practical and theoretical.Design/methodology/approachThe action research (AR) approach was used as a frame for the organisational learning process. The problem identification, targets and activities were developed in an iterative process together with the management team and employees. Starting from the main problem, a methodological plan was outlined for the intervention, including several instruments for collecting both qualitative and quantitative data. AR is an emergent process in which data, researchers and participants are equally contributing in deciding on the next steps to be taken.FindingsThe theoretical findings pertain to the definition of what an SWE is in this specific context and how it evolved during the intervention period. It is identified as expansive learning of the concept, which is illustrated through the iterative phases allowing for the expansion of understanding and implementing new ways of being, doing and relating in the organisation.Research limitations/implicationsThe results are based on a limited and contextually specific sample and are thus descriptive in relation to the organisation subjected to study. Further research is needed to see how the findings are transferable to other contexts.Practical implicationsThis study highlights how participative approaches and managerial sensitivity to employees’ needs are valuable for defining and implementing an SWE and how this approach can improve organisational dynamics and contribute to organisational learning.Originality/valueThe study gives insight into factors that the new generation of employees finds most important at work. While prior research on SWE mostly focuses on efficiency and effectiveness framed by digitalisation and workspace, the present findings emphasise the importance of working with the socioemotional dimension at work for ensuring employee sustainability.

Social workers' historical and contemporary understanding of the social development approach

Colonialism and apartheid influenced South African social welfare policies. After South Africa gained political freedom in 1994, democratic social welfare laws like the White Paper for Social Welfare were implemented (1997). Despite democratic social development initiatives, poverty, unemployment, and inequality marginalise most South Africans. Eurocentrism dominates social work practice and education with significant proposals for higher education decolonisation and indigenisation. Participatory action learning action research approach was used for this study (PALAR). PALAR uses critical, transformational, and democratic research methods to build a social work practice approach for African social systems in South Africa. For this research, an Afrocentric social work practice model was co-constructed for South Africa by black social workers who were purposefully and conveniently selected. The objective was to understand social workers' historical and present conceptualisations of the social development approach. Preliminary findings imply that social development does not address structural inequalities in South Africa, such as race and the land question. For example, after a decade of its adoption, the approach has not significantly addressed large-scale poverty and unemployment. Social development in practice is welfarist, disempowering, not community-based, and insensitive to African culture. Social development services are not adequately integrated. Social development in South Africa towards social welfare is a miscarriage; lacks relevance and appropriateness outside the Euro-North American axis and remains Eurocentric in all aspects. The social development approach does not represent the African values system and nor relatable to the African social systems. South African social work needs to be reimagined. Indigenous knowledge systems need to take precedence to realise relevance of social work practice approaches in South Africa. An Afrocentric turn to social work practice for South Africa's relevance is a viable answer. How to cite this article using ASWNet style Ntloko, N. A. J. (2023). Social workers' historical and contemporary understanding of the social development approach. People centred – The Journal of Development Administration (JDA), 8(2), 48. Social Work and Development Student Conference (SWDSC), 16 June 2023. https://dx.doi.org/10.4314/jda.v8i2.6 Conference Abstract Social Work and Development Student Conference (SWDSC) Held on 16 June 2023, Day of the African Child (DAC) Organised by Africa Social Work and Development Network (ASWDN) Conference Organising Committee: Danzel Rademan, University of the Free State, South Africa (Chairperson); Atuhairwe Collins, Student, Master of Social Work, Makerere University, Uganda (ViceChairperson); Never Winnie James Sebit, South Sudan; Bachelor in Social Work, RCSS, India (Secretary); Tatenda Sukulao, Bachelor of Social Work, Midlands State University, Zimbabwe (Vice-Secretary); Norman T. Manyika, Student, Bachelor of Social Work, University of Zimbabwe (Committee member) and Takudzwa Banda, Bachelor of Social Work, University of Zimbabwe (Committee member). Visit journal website: https://jda.africasocialwork.net

Advocating Community Economic Resilience Framework in Kemadang Food Barn, Gunungkidul, Yogyakarta: Accentuating the Social Capital Perspective

Agriculture is claimed as Indonesia’s strategic pillar sector. The existence of a community-based enterprise with a traditional business model is often seen as a weakness, while social capital is a strength to thrive. However, a well-managed conventional business model can become one of the foundations of a sustainable livelihood. This community service program wass carried out with the Artha Mandiri Group, which is domiciled in Kemadang Village, Gunungkidul, Special Region of Yogyakarta. This program aimed to increase the economic resilience of group members by empowering and growing business capabilities with their social capital as their fundamental strength. The empowerment method used in this program was Participatory Action Learning and Action Research (PALAR), which is considered an effective tool for strategically transforming paradigms. This method focused on a balance between progressive, collaborative practice accompanied by an action research foundation. The 6-month program has resulted in collaborative business competency learning practice for group members, emphasizing different processing methods to produce business line diversification. This group made flour from land-owned rice paddy harvests with the same quality as commercially produced. This achievement can also have an impact on business cost efficiency.

Toward a New “Normal”: An Analysis of Emerging Leadership Practices in a Changing Child and Youth Protection Organization

Many child and youth protection organizations are changing from being bureaucratic to becoming more learning-oriented. In the course of this radical change, many tensions and challenges are experienced. This article addresses the challenges and strategies in normalizing a radical new way of working in a child and youth protection organization in Amsterdam. It focuses specifically on the work of team leaders (middle management) in reflexive team meetings. A qualitative approach was used to understand middle-management strategies employed in team meetings to support the process of normalizing a new method called Intensive Family Case Management (IFCM). Normalization Process Theory (NPT) was used to guide the study. By using the action learning and action research approach, using peer-leader video-reflection during team meetings in a child and youth protection organization in Amsterdam, the processes leading toward normalization were observed and analyzed in depth. Peer team leaders reviewed the videos in focus group discussions (FGDs) to help interpret the data. The results show the various ways in which reflexive team meetings support the normalization process—sense-making, appraisal and engagement—and shed light on the tensions experienced by team leaders, such as shared responsibility versus dominance/control and efficiency versus learning. Some of these tensions concern defaulting to old ways of working, while others reflect the complex nature of change processes in a dynamic system. Ultimately, this study shows the importance of leaders being aware of tensions within teams in a change process and employing a “both/and” strategy to deal with these tensions.

Professional development for physical education teachers: A participatory approach to identifying learning needs

Predetermined professional development (PD) programmes delivered by external experts are the usual approach to enhancing the teaching of physical education (PE) in disadvantaged school contexts. This generally does not result in sustained learning and development once the PE professionals withdraw. Addressing the lack of teacher- and context-driven PD, we propose an evidence-based, collaborative, and transformative PD approach that involves teachers themselves in designing, implementing, and evaluating ongoing learning opportunities suited to their context. To enable teachers to improve their practice in a sustainable manner, we adopted a participatory action learning and action research design, using qualitative data generation tools. With this article we report on the first cycle, namely that of action and reflection, where teachers generated and analysed qualitative data to identify their learning needs. Four themes emerged, namely (1) the need to interpret and adapt the Curriculum and Assessment Policy Statement (CAPS) (2); ability to teach PE in their specific low-resource context while; (3) generating support from colleagues and management, and (4) coping with systemic issues impacting on their teaching. We discuss the implications of these needs for the continuing PD of teachers.