Action Learning in the UK

Weinstein, Krystyna

doi:10.1111/j.1937-8327.1998.tb00084.x

Cited by 5 publications

(2 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Generally, learning ( ta‘līm ) can be conceived as the process of acquiring knowledge. Therefore, its main features are critical thinking and pragmatic problem-solving skills (Weinstein, 2012). The urge to learn can be active in a person throughout his lifetime.…”

Section: Toward a Comprehensive Learning Processmentioning

confidence: 99%

Understanding Comprehensive Learning Requirements in the Light of al-Zarnūjī’sTa‘līm al-Muta‘allim

et al. 2016

View full text Add to dashboard Cite

This article examines the requirements for quality learning in Islam from the perspective of al-Zarnūjī and according to his book, Ta'līm al-Muta'allim. This book has been a source of reference for both students and teachers in many educational institutions in Muslim countries, particularly, the Islamic boarding schools in Indonesia. The article attempts to understand the students' learning requirements proposed by al-Zarnūjī in the above treatise. It is, therefore, a library-based research. The research tackles many issues. It addresses the need for a broad-based learning process and analyzes the requirements in the light of the modern day learning circumstances. It was found that al-Zarnūjī's theory of quality learning is conditional on six main principles which are, indeed, determinants of quality student outcomes. These are intelligence or high learning ability; high motivation for learning; patience, emotional stability, and commitment to the learning process; availability of financial support; inspiration of the teachers; and disposition to time management in the learning process. The notion of quality education is fundamental to the classical perspective of learning in Islam.

show abstract

Section: Toward a Comprehensive Learning Processmentioning

confidence: 99%

Understanding Comprehensive Learning Requirements in the Light of al-Zarnūjī’sTa‘līm al-Muta‘allim

et al. 2016

View full text Add to dashboard Cite

show abstract

“…Some articles (Hites, 1996;Hara & Schwen, 1999) focus specifically on training and instructional design. Many articles make comparisons of particular practices (e.g., management practices) between or among countries; (Ardichvili, 2001;Ardichvili & Kuchinke, 2002;Cseh et al, 2004;Hanson & Saban, 2001;Kuchinke, 1999;Osman-Gani, 2000;Saban, Hanson, & Lanasa, 2000), while others describe particular practices in one country (Agut & Grau, 2002;Anders & Anderson, 2000;Ardichvili, Cardozo, & Gasparishvili, 1998;Hickey, 2004;Kuchinke, 2000;Nafukho & Hinton, 2003;Paul & Anantharaman, 2004;van Leeuwen & van Praag, 2002;Weinstein, 1998;Wognum, 1998;Xiao & Tsang, 2004;Yui & Saner, 1998). Sanchez (2000) addresses designing performance improvement interventions to suit national culture dimensions, but does not address other contextual issues.…”

Section: Cross-national Similarities and Differences In Employee Percmentioning

confidence: 99%

Cross-national Similarities and Differences in Employee Perceptions of Issues in the Work Environment

Ripley¹,

Hudson²,

Turner³

et al. 2008

Performance Improvement Quarterly

View full text Add to dashboard Cite

This exploratory study examines cross‐national similarities and differences in employee perceptions of issues in the work environment in 17 organizational work settings in seven Asia‐Pacific countries; Australia, Malaysia, New Zealand, Singapore, South Korea, Taiwan, and the United States. Employees at these 17 sites indicated their degree of agreement with statements about 60 work environment issues which previous research has shown impact performance. Resulting data were compared using coefficients of concordance as described by Gibbons (1971) at three levels of analysis. Analysis indicated that differences and similarities in responses did not reflect those one would expect to find based on previous well‐known research concerning cultural differences in those same countries (Hall, 1976; Hofstede, 1980, 2001). This suggests that relying primarily on national cultural differences is not a sufficient guide for the design of performance improvement interventions in various countries and that other context factors need to be taken into account. Possible hypotheses for future research are offered.

show abstract

Cultivating problem‐solving skills through problem‐based approaches to professional development

Lohman

2002

Human Resource Dev Quarterly

View full text Add to dashboard Cite

An extensive literature review was conducted of four problem-based approaches to professional development: (1) case study, (2) goal-based scenario, (3) problem-based learning, and (4) Problem solving is an important aspect of professional practice (Bereiter and Scardamalia, 1993). Professionals rely on their problem-solving skills to handle the increasingly ill-structured nature of their work (Schön, 1987).

show abstract

Action Learning in the UK

Cited by 5 publications

References 1 publication

Understanding Comprehensive Learning Requirements in the Light of al-Zarnūjī’sTa‘līm al-Muta‘allim

Understanding Comprehensive Learning Requirements in the Light of al-Zarnūjī’sTa‘līm al-Muta‘allim

Cross-national Similarities and Differences in Employee Perceptions of Issues in the Work Environment

Cultivating problem‐solving skills through problem‐based approaches to professional development

Contact Info

Product

Resources

About