Literaturnachweis - Detailanzeige
| Autor/inn/en | Thornton, Kate; Yoong, Pak |
|---|---|
| Titel | The Role of the Blended Action Learning Facilitator: An Enabler of Learning and a Trusted Inquisitor |
| Quelle | In: Action Learning: Research and Practice, 8 (2011) 2, S.129-146 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1476-7333 |
| Schlagwörter | Experiential Learning; Foreign Countries; Facilitators (Individuals); Teacher Role; Role Perception; Blended Learning; Leadership Training; Management Development; Professional Education; Case Studies; Interviews; Journal Writing; Mail Surveys; Electronic Mail; Program Attitudes; New Zealand |
| Abstract | This paper reports on a research study that involved the use of blended action learning to support leadership development within the New Zealand education sector. An important contributor to the success of this technology-enabled approach to professional learning was the role taken by the blended action learning facilitator. Two complementary aspects of this role were: enabling learning, the main focus of which was encouraging participation in online interactions; and acting as a trusted inquisitor, a process involving both supporting and challenging participants in their leadership learning. This study found that the balance between these two roles varied over the course of the blended action learning groups and this led to the identification of five distinct stages of blended action learning facilitation. (Contains 2 tables and 3 figures.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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