Mixing face-to-face and online interactions in a leadership development programme: a blended action learning approach
Kate Thornton, Pak Yoong, Victoria University of Wellington, New Zealand
Journal of Interactive Learning Research Volume 22, Number 3, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The purpose of this research was to explore the use of ICT to support leadership learning within an education context. Leadership development opportunities that encourage reflection, the development of self-awareness, the sharing of practice, and that support the transfer of learning back to the workplace are challenging to fit into the life of busy head teachers. This paper proposes the use of blended action learning in order that these crucial elements of effective leadership development are provided. This approach involved participants both meeting face-to-face in facilitated workshops and interacting online. Data from this study suggest that blended action learning is a very effective model for use in leadership development. Some of the benefits of this approach are that it: allows for an intensive and continuing professional learning experience; reduces isolation; encourages both individual and shared reflection; supports participants to identify and take action on issues that they face in their everyday work; and builds communities of practice through the sharing of knowledge
Thornton, K. & Yoong, P. (2011). Mixing face-to-face and online interactions in a leadership development programme: a blended action learning approach. Journal of Interactive Learning Research, 22(3), 401-420. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)