Action Learning in Higher Education
An Investigation of Its Potential to Develop Professional Capability
Datos Bibliográficos
| ID | 4098025 |
|---|---|
| Autores | Alf Lizzio (Griffith University, autor de correspondencia), Keithia Wilson (Griffith University) |
| Año | 2004 |
| Volumen | 29 |
| Número | 4 |
| Páginas | 469-488 |
| Fecha de publicación | 2004-08-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Studies in Higher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0307507042000236371 |
| OpenAlex | W1969686302 |
| Idioma | EN |
| Citas recibidas | 30 |
| Referencias citadas | 26 |
This study investigated the extent to which a course, designed using peer and action learning principles to function as an ‘on campus practicum’, can develop the professional capabilities of students. As part of their formal coursework, third year behavioural science students, functioning as ‘student consultants’, entered into a ‘client–consultant’ relationship with first and second year ‘student client’ groups. Both groups of students reported positive learning outcomes. Third year student consultants reported using less surface and more deep approaches to their learning in this course design than in concurrent courses taught along more conventional (i.e. lecture and tutorial) lines. Students also reported significantly greater development of meta‐adaptive skills (e.g. learning to learn) than in conventional teaching designs
Action research · Coursework · Higher education · Mathematics education · Medical education · Pedagogy · Practicum · Professional development · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Medicine · Psychology · Reflective Practices in Education
Introduction
Assessing the impact of learning environments on students' approaches to learning
Democratising Participatory Research
Empowerment for the Digital Transformation
Strategies for Integrating Generative AI into Higher Education
Assessment and Evaluation in Active Learning Implementations
Enhancing teaching and learning through the co-creative learning community approach
Emotional Linkage as a Moderator of Emotional Reactivity Effect on Partners' Depressive Symptoms
Enhancing students’ critical thinking literacy in a generative AI context
Fostering students’ autonomy within higher education
Investigating the Effectiveness of Online Bioarchaeology Education through Participant Survey of a Cohort of International Adult Learners
Perceived effects of competency-based training on the acquisition of professional skills
‘I know that I know nothing’ – the perceptions of remote work competencies of the persons with disabilities
The construct validity and predictive validity of a self-efficacy measure for student teachers in competence-based education
Determining the Quality of Competence Assessment Programs
Re-employment barriers
Towards Best Practice Supervision of Clinical Psychology Trainees
Comparing students’ perceived and actual competence in higher vocational education
Initiating self-assessment strategies in novice physiotherapy students
Assessment of vocational competence in higher education
Supporting Rights to Emotional Support Animals as an Accommodation
Evaluating the competency mismatch between Master of Engineering graduates and industry needs in China
Mapping soft skills and further research directions for higher education
Exploring Factors Associated With International Students’ Academic Adjustment in Mainland China
The University of Illinois at Chicago School of Public Health Doctor of Public Health Program
Impact of Problem-Based Learning on Social Work Students
Integrating dispositions in instructional design
Mitigating Psychological Costs—The Role of Citizens’ Administrative Literacy and Social Capital
Teaching Mathematics through Concept Motivation and Action Learning
Closing the middle-skills gap widened by digitalization
Learning to Teach in Higher Education
The reflective practitioner
Evaluating the effectiveness of educational innovations
The scientist-practitioner model and its critics
On Claims That Answer the Wrong Questions
Ivory Tower to Concrete Jungle
Quality in Learning
Learning to Teach in Higher Education
Burnout and self-efficacy
The revised two-factor Study Process Questionnaire
Towards the reflexive medical school
Students' perceptions of competence development in undergraduate business-related degrees
Studying psychology at degree level
Developing professional competence
Psychology undergraduates' experience of placements
University Students' Perceptions of the Learning Environment and Academic Outcomes
The development, validation and application of the Course Experience Questionnaire
| Obras citantes distintas | 30 |
|---|---|
| Citas por año | 1,43 |
| Intervalo de citas | 2005 - 2026 (22) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 28 |