An action research case study of active learning through dialogue, action and structure in self-study distance education packages
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Authors
Wilson, Henrietta
Issue Date
2009-08-25T10:45:50Z
Type
Dissertation
Language
en
Keywords
Activities in learning design , Participatory action research , Qualitative research , Case study , Mathematics education , Constructivist , Course teams
Alternative Title
Abstract
Th1s study investigates the terms, dialogue, structure and active learning in Open Distance learning
texts in aa constructivist and problem-solving approach. In-text activities are imbedded in selfstudy
texts. Their construct is validated against appropriate instructional design and learning
theories for active learning.
A course team developed, implemented and piloted a Unisa course for mathematics teachers in
South Africa. The results describe their professional development through action learning. The
Tornado-approach affects teams in organisations.
A team used participatory action research and action learning with rich descriptions to document
the longitudinal case study of four action research cycles over eight years. Qualitative research
involved a literature survey, notes, portfolios, mindmaps, letters, interviews, document analyses,
and assessment results.
Our action research demonstrates ways to implement a post-modern learning design in an
industrialized· institution. The researcher applies action learning in professional development, in
team management, and suggests models for successful/unsuccessful teams (tornado-effect).
Description
Citation
Wilson, Henrietta (2009) An action research case study of active learning through dialogue, action and structure in self-study distance education packages, University of South Africa, Pretoria, <http://hdl.handle.net/10500/685>