Creative activities and action learning

Brook, Cheryl; Aspinwall, Kath

doi:10.1080/14767333.2013.840063

Cited by 2 publications

(3 citation statements)

References 2 publications

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“…context-sensitive facilitation skills and open-ended questioning techniques throughout the continuous action learning process(Brook and Aspinwall 2013). The reflective process is initiated by a provocative central question.…”

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confidence: 99%

Creative strategies to support student learning through reflection

Rensburg

Botma

Heyns

et al. 2018

SAJHE

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Reflective practice has become a key attribute of promoting quality teaching and learning. Learning is an active process and include reflective writing, visualising and verbalising to promote critical thinking. In our experience most often than not superficial reflective writing is used. We explored the design of opportunities for students to engage in critical reflection. Theoretical data were obtained through in-depth exploration of the literature to allow contextualisation while arguing a case. A qualitative approach was used. Judgements were not made about the measured quality of reported findings, but on the relevance of reflective strategies to support students, enhance critical reflection and transform practice. Combined with narration and dialogue, reflection can bridge the gap between theoretical ideals and realities of the practice context. Four reflective activities have been identified that could be used to engage students in critical reflection.

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confidence: 99%

Creative strategies to support student learning through reflection

Rensburg

Botma

Heyns

et al. 2018

SAJHE

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“…This study reveals the vital role of intellectual support that complies with the nature of knowledge and action (Brook & Aspinwall, 2013). There is a long-running debate about resource- and competence-based support strategies (Ferguson, 2011; Kwaramba et al, 2012).…”

Section: Discussionmentioning

confidence: 83%

“…Eventually, these rural women have gradually transformed from "necessity-driven" to advanced "opportunity-driven" entrepreneurs and from imitators to innovators. dIsCussIon This study reveals the vital role of intellectual support that complies with the nature of knowledge and action (Brook & Aspinwall, 2013). There is a longrunning debate about resource-and competence-based support strategies (Ferguson, 2011;Kwaramba et al, 2012).…”

Section: Third Stage: Collective Innovative Learningmentioning

confidence: 74%

The Improvement of Women’s Entrepreneurial Competence in Rural Tourism: An Action Learning Perspective

Yong¹,

Xie

Lin³

2021

Journal of Hospitality & Tourism Research

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Rural tourism is especially appealing to women entrepreneurs. While managing rural tourism businesses requires complex abilities, rural women in most cases are impoverished and poorly educated and have scarce resources; this limits their opportunities to independently develop comprehensive abilities. Focusing on the case of a 10-year regional program aiming specifically to improve women’s entrepreneurship in China, this study examines the actual behaviors of women entrepreneurs and the outcomes of entrepreneurship improvement due to the developmental agency’s intervention. From the perspective of action learning, this study not only reveals the vital role of intellectual support, which complies with the nature of knowledge in tourism, but also proposes a theoretical framework describing the dynamic collaborative learning process between the development agency’s staff and entrepreneurs responding to the changing market. The collaborative action learning drives women entrepreneurs to overcome barriers in practice, improve entrepreneurship, and achieve independence.

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Creative activities and action learning

Cited by 2 publications

References 2 publications

Creative strategies to support student learning through reflection

Creative strategies to support student learning through reflection

The Improvement of Women’s Entrepreneurial Competence in Rural Tourism: An Action Learning Perspective

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