Action learning is the procedure of taking thinking and action into synchronization. Learning is a continuous progression and is best gained with an open, analytical mind, capability to listen, question and discover ideas. Nevertheless, the vast majority of study of action learning is mainly focused...
Action learning is the procedure of taking thinking and action into synchronization. Learning is a continuous progression and is best gained with an open, analytical mind, capability to listen, question and discover ideas. Nevertheless, the vast majority of study of action learning is mainly focused on identifying the key factors of action learning type for the organization. In this vein, many scholars in the field of action-learning have put the question what are the key factors for university case. Hence, the purpose of this study is to identify the key success factors of action learning type for University Case by taking a case study. More specifically, this study explores the phenomenon and contextual elements of the action learning type teaching-learning method that it is employed in University Case. Furthermore, this study examines how the results of the explored data are related to the Context, Input, Process, Product(CIPP) assessment model decision type if both the decision-centered CIPP evaluation model and the program of action learning type teaching-learning method are used as one framework. Consequently, it is expected that the findings of the key success factors of this framework would be useful for academics who want to utilize and renew the action leaning type teaching-leaning method for the sake of their teaching approaches.
To carry out of this study, first, in-depth interviews with sixteen participants were conducted. Interviews were coded and categorized to identify and analyze features of participants’ perception in terms of the key success factors of action learning. The categorized success factors were converted into the survey. Followed this, an electronic survey was sent to sixteen participants who had participated in the interview phase of the study. The collected data was then analyzed by utilizing SPSS 18.0 statistical program regarding the frequency of the key success factors mentioned. The results of this study provided evidence for the key success factors of teaching-learning method, which is in accordance with the CIPP model in ranked from 1 to 5 in terms of a high importance average value. The identified key success factors of CIPP evaluation model such as the size of the students, providing guidance for the selection of the task, promoting compliance with ground rules, etc... are individually discussed. More details can be found in Chapter 3.
This study provides a framework which is designed to be constantly recirculated in relation to the decision-based CIPP evaluation model for educators and instructors who study teaching-learning method in terms of the implication of this study. In addition to the implications, the limitations of this study are also discussed. That is, this study not only neglects the various aspects of implementation of action-leaning college classes but also does not specify whether they are the whole project of action-oriented college class or the partial project type of action-oriented college class. Even though this study shed new light on the key success factors of action-learning for University Case, future research is needed to investigate the key success factors in different contextual University Cases.
Action learning is the procedure of taking thinking and action into synchronization. Learning is a continuous progression and is best gained with an open, analytical mind, capability to listen, question and discover ideas. Nevertheless, the vast majority of study of action learning is mainly focused on identifying the key factors of action learning type for the organization. In this vein, many scholars in the field of action-learning have put the question what are the key factors for university case. Hence, the purpose of this study is to identify the key success factors of action learning type for University Case by taking a case study. More specifically, this study explores the phenomenon and contextual elements of the action learning type teaching-learning method that it is employed in University Case. Furthermore, this study examines how the results of the explored data are related to the Context, Input, Process, Product(CIPP) assessment model decision type if both the decision-centered CIPP evaluation model and the program of action learning type teaching-learning method are used as one framework. Consequently, it is expected that the findings of the key success factors of this framework would be useful for academics who want to utilize and renew the action leaning type teaching-leaning method for the sake of their teaching approaches.
To carry out of this study, first, in-depth interviews with sixteen participants were conducted. Interviews were coded and categorized to identify and analyze features of participants’ perception in terms of the key success factors of action learning. The categorized success factors were converted into the survey. Followed this, an electronic survey was sent to sixteen participants who had participated in the interview phase of the study. The collected data was then analyzed by utilizing SPSS 18.0 statistical program regarding the frequency of the key success factors mentioned. The results of this study provided evidence for the key success factors of teaching-learning method, which is in accordance with the CIPP model in ranked from 1 to 5 in terms of a high importance average value. The identified key success factors of CIPP evaluation model such as the size of the students, providing guidance for the selection of the task, promoting compliance with ground rules, etc... are individually discussed. More details can be found in Chapter 3.
This study provides a framework which is designed to be constantly recirculated in relation to the decision-based CIPP evaluation model for educators and instructors who study teaching-learning method in terms of the implication of this study. In addition to the implications, the limitations of this study are also discussed. That is, this study not only neglects the various aspects of implementation of action-leaning college classes but also does not specify whether they are the whole project of action-oriented college class or the partial project type of action-oriented college class. Even though this study shed new light on the key success factors of action-learning for University Case, future research is needed to investigate the key success factors in different contextual University Cases.
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