ALARj Action Learning and Action Research Journal
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Effectiveness of a state university extension program on pedagogical action research
No full textThis paper described the effectiveness of the training program as extension project of a state university titled “Mindful Change: A Capacity Building Program for Pedagogical Action Research”. The action research cycle was adopted in the design, implementation and evaluation of the program. Two hundred and forty-three basic education teachers in the Province of Sorsogon, Philippines were trained in 2020 and 2021. Results from t-tests showed that the 2020 training sessions were successful at improving the action research competencies of the participants. Furthermore, the 2020 project titled “Action Research in Education: A Methodological Approach” was rated “very satisfactory” and the 2021 project titled “Learning Theories for Pedagogical Action Research: A Critical Review” was rated “outstanding”. Hence, the extension program of the state university was effective at improving the competency level of basic education teachers. It is recommended to focus the third cycle of the program on action research dissemination
The emergence of lifelong learning strategies through an action research study in second language learning
No full textThe purpose of this paper is to explore the emergence of lifelong learning strategies during an action research study investigating the impact of using popular cultural resources on the learning motivation of English as foreign language undergraduate students in higher education. The study was undertaken with 30 students enrolled in General Advanced English courses over a 13-week period. Throughout the action research phases, students were given multiple opportunities to work with resources aligned to their own interests as learning prompts to reinforce course learning objectives. Weekly diary entries, online surveys, focus groups and practitioner field notes were used as data sources. Due to the COVID-19 pandemic which necessitated a rapid transferal of all courses to an online mode, the study was modified and undertaken within an online teaching environment. The results indicate that using popular cultural resources such as popular song, TV series and film as learning prompts positively impacted student learning motivation in addition to facilitating the emergence of lifelong learning strategies
Book Review – Growing through Reflection
No full textA book review of Growing through Reflection - A Journal for Action Learning Facilitators by Dr Rosetta Pilla
Action learning for simulation design in project portfolios
No full textAccessing reliable data from within organisations is become more difficult as the business environment becomes ever more complex and there are increasing concerns about breaching 'commercial in confidence’ requirements. Research that explores important project portfolio management problems are similarly complex due to confidentiality issues faced by businesses. This paper discusses lessons learned from the development of a simulation called HOOSHMAND-1 (meaning ‘Intelligent’ in Persian) in response to the question: how could an Action Learning approach help to develop a more robust simulation as a research method?
It explains how several cycles of Action Learning contributed to the development of a role play simulation which now aids in learning about decision making processes in complicated and complex conditions while making decisions on project portfolios. The process delivered a new research tool and demonstrated how appropriate use of Action Learning cycles can enable researchers to conduct innovative research when real world contexts are not readily accessible
Does Digital Marketing Influence Purchase Intention? An Action Researcher Reflexive Narrative
No full textDigitalisation is shaking traditional seller-buyer relations to the core, empowering buyers to play a larger role as arbitrators of what influences their purchase intention. There exist substantial differences between how sellers influence purchase intention, and how buyers shape their own intention to purchase. To address the divergences, this study adopts an insider action research (IAR) approach, intervening with marketers to explore the influence of digital marketing on purchase intention. It supports a qualitative research mandate that encourages the creation of purposeful theories grounded in practice. It surmises that embracing digital marketing to satisfy an increasing need for data could breed false complacency when buyer behavioural patterns are in flux. The study essentially supposes that thinking through issues as they emerge in the organisation’s internal and external environments, and the buyers and events within these settings, could foster a reflexive practice that critically inquires ‘How does digital marketing influence purchase intention?
Introducing thesis research notes
No full textIntroduction of new section to ALARj - Thesis Research Note
ALARj December 2021 ALARA Membership and Submission Guidelines
No full textALARA Membership and Submission Guideline
ALARj December 2021 Cover and Table of Contents
No full textCover and Table of Contents for ALARj Vol 27 No
Aesthetics and participatory research: Enriching the quality of our epistemology
No full textAesthetics are familiar to action researchers who use arts-based methods. They are included in Heron’s and Reason’s Extended Epistemology which recognises aesthetic qualities within Experiential and Presentational forms of knowing. This essay proposes that the field of aesthetics offers a history of development and a particular understanding about human experience with which action researchers can enrich their practice beyond methodological considerations. “Aesthetic muteness”, or a cultural inability to speak of aesthetics in domains outside the field of aesthetics, significantly reduces its potential application. Through an aesthetic lens, action researchers can pay attention to momentary nuances that otherwise might not be recognized, or be significantly undervalued, but which contribute to practice in insightful and fluidly dynamic ways. They may, like silence, have aesthetic qualities within themselves, or, may offer liminal spaces within which aesthetic sensibilities may be sensed and articulated which otherwise would be invisbilised in taken for granted practices devoid of such discourses. To connect aesthetics with action research in practice, I propose a principle of “tacitly knowing distinctions through which we apprehend meaning as form”. I demonstrate this principle experientially, analytically and through narrative