Action Learning in Virtual Higher Education: Applying Leadership Theory

Autor/in	Curtin, Joseph
Titel	Action Learning in Virtual Higher Education: Applying Leadership Theory
Quelle	In: Action Learning: Research and Practice, 13 (2016) 2, S.151-159 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2016.1170975
Schlagwörter	Experiential Learning; Virtual Classrooms; Higher Education; Leadership; Leadership Training; Questionnaires; Student Surveys; Student Journals; Online Courses; Course Evaluation; Educational Theories; Educational Practices; Massachusetts + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Führung; Führungsposition; Führungslehre; Fragebogen; Schülerbefragung; Studentenzeitung; Online course; Online-Kurs; Educational theory; Theory of education; Bildungstheorie; Bildungspraxis; Master-Studiengang
Abstract	This paper reports the historical foundation of Northeastern University's course, LDR 6100: Developing Your Leadership Capability, a partial literature review of action learning (AL) and virtual action learning (VAL), a course methodology of LDR 6100 requiring students to apply leadership perspectives using VAL as instructed by the author, questionnaire and survey results of students who evaluated the effectiveness of their application of leadership theories using VAL and insights believed to have been gained by the author administering VAL. Findings indicate most students thought applying leadership perspectives using AL was better than considering leadership perspectives not using AL. In addition as implemented in LDR 6100, more students evaluated VAL positively than did those who assessed VAL negatively. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01