Action Learning Methodology : Making Formative Relationships between Practice and Research

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  • アクション・ラーニングについての方法論的考察
  • アクション ・ ラーニング ニ ツイテ ノ ホウホウロンテキ コウサツ

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Recent higher education reforms have occasioned and enabled educational practices based on experiential learning, such as service- learning, project-based learning, and cooperative education. In these educational practices, participants engage in problem-solving actions outside the campus and combine them with on-campus study. This is the methodological basis of action learning, which has spread through various practices in higher education. The purpose of this article is to consider the assumptions and effectiveness of action learning. More specifically, I begin by reviewing past articles on action learning and existing definitions on the basis of the studies of R. Revans, the founder of action learning. Second, I examine previous case studies of action learning and their relationships with other action modalities, such as action research and action science. Third, I consider the fundamental ideas and effectiveness of action learning. The fundamental idea of action learning stresses the importance of balancing action with learning in a synergistic manner. It also acknowledges the critical role of reflection in mediating between action and learning. I conclude that action learning is an effective way in higher education both as action and learning of students and staffs make use of reflection.


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