LITERATURE REVIEW
Experiential learning theory, conversational learning, and seminar practices combine to shape an educational experience that is grounded in principles of appreciative inquiry.
(BOB BOB)
Action research, which has been a frequently used research method recently, is considered a fruitful research approach used by academicians and teachers to obtain systematic and scholarly information, and to develop current applications in different fields of education. Generally considered as a qualitative research method, action research makes use of both qualitative and quantitative research techniques. Its primary purpose is to understand instructional processes, to manipulate the instruction and develop it further. Action research is also considered as a bridge between theory and practice in instructional endeavors which is conducted in a planned, organized and collaborative way involving teachers’ observing their own applications, scrutinizing on problems occurred during instruction and suggesting solutions for those problems. In the current study, general characteristics of action research are introduced and its significance in teacher training and professional development are provided. In addition, possible ways to integrate action research into the curriculum of Computer Education and Instructional Education Programs were discussed in line with the teacher training curriculum changes
suggested by the Higher Education Council in 2006. (Doç. Dr. Abdullah)
organizational learning and learning organization are sometimes used interchange ably. Organizational learning is a concept used to describe certain types of activity that take place in an organization while the learning organization refers to a partic...
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... process that is the focus of the empirical
portion of our research.
Most organizational learning theorists agree that organizational learning ultimately manifests itself through internal and external organizational actions that reflect the operationalization of changes in theory in use (Argyris 1977; Argyris and Schtn 1978; Fiol and Lyles 1985; Garvin 1993; Levitt and March 1988; Senge 1990). Organizational actions can take many forms. Responsiveness construct reflects market-based organizational actions. The role of organizational actions within the organizational learning framework is more diverse than that of organizational values and market information processing because actions are both the ultimate expression of learning (e.g., Chrysler introduces the cab forward design because aging baby boomers are putting greater emphasis on interior comfort
As Barbara Angus gives an account of her experience as an action researcher, she clearly shares the triumphs and defeats educators may encounter in the classroom. After reading the article, I particularly want to address the following research question: How can educators support students by introducing them to various sources that can address their inquiries as learners?
Senge, P. M. (1990). The leader's new work: Building learning organizations. Sloan Management Review, 32(1), 7-22. doi: 812347
Transfer and New Product Development: A Study of Manufacturing Firms in Malaysia. University of South Australia.
Action research has become a popular form of research for institutions and educational organizations to improve professional and personal practice. Action research provides participants with the opportunity to work together to explore, investigate and solve a problem. In this paper I intend to explore what action research is, how and when to use it and the different challenges practitioners face when using action research. Action research is an important form of research that allows practitioners to incorporate different aspects of a problem through the participation of all stakeholders with the purpose of finding a solution. We must also be aware of the challenges that may arise to implement Action Research successfully.
Another of the main barriers to creating a learning organization, Senge says, is the difference between compliance and commitment. The employees are loath to accept change that starts at the top of the managerial hierarchy. A value is a value only if voluntarily chosen. We cannot force others to learn. Since it is really the individuals that comprise a learning organization, there is no substitute for a personal desire to learn.
What started out with futures planning at RDS has now become something much more. A major force behind the creation of a school of thought coined the learning organization; Royal Dutch Shell and U.S. Shell were successful in transforming themselves into competitive and effective enterprises. Their work is not done however, because the work of a learning organization is never done. It must continually improve and develop, and every employee in the company must commit to this, from the janitor to the CEO.
To propel an organization forward Appreciative Inquiry should be utilized; subsequently, it provides a shift from problem analysis to positive core analysis that allows everyone to be part of a team that carry out the work needed to realize the new dream and designs for the future (Cooperrider & Whitney, 2005). It is because of this, that Appreciative Inquiry action research is suited for my profession. In my profession, I assist students to be the best they can be.
There are several striking difference between the teach inquiry/ action research and educational researcher. In a teacher inquiry / action research the...
The learning organization is the opposite of the traditional organization. It believes that there is always a better way to do things, it listens to those who work within the company, utilizes a systems approach, is orientated towards people and ideas, prevents problems, quality and customer-service is essential, and accountability to the team is essential (Anderson, 2003). The lear...
A learning organisation is one actively engaged in the identification of its current needs whether these are a technical, managerial, cultural or social nature. It does so in a vigorous and systematic manner, seizing every opportunities to learn about itself.
Research can be defined as collecting data, information, and facts to gain knowledge. Research can be used as a tool to engage an efficient approach to one’s practice and provide them with effective data to make changes based on what he or she may have learned from the research. By conducting research, school administrators gain knowledge about not only their practice but their staff members, students, and district. Thus providing the administrator the abil-ity to make more effective decisions that can bring more success to the school or school district. When conducting research, one may decide to traditional research or action research. This paper will address the differences between action research and traditional research regarding their use in an educational environment, as well provide explanations and examples to delineate their uses in an education setting.
Yeung, A. L., Lai, K., & Yee, R. Y. (2007). Organizational learning, innovativeness, and organizational performance: a qualitative investigation. International Journal of Production Research, 45(11), 2459-2477. doi:10.1080/00207540601020460
There is another problem that organizations focus mainly on the cultural dimension and ignore the other dimensions. It is necessary for an organization to form their learning culture and also need to rebuild their structure. In addition, creating the atmosphere of learning can also help the organization transforming to the ground. It is impossible to just develop learning culture without relevant structure as foundation.
If I am looking at my class and thinking they could use a better way to do something, I can use action research to find a way to do it.
Next, Pedler et al. (1991) define learning organization as persistent learning and the advancement of potential in the individuals who work with the company and self-development of the company as an entire organization, consist of the reconciliation of every individual’s lear...