Action Learning

Action Learning

Action Learning (AL) is a structured, experiential learning approach where small groups collaboratively explore real-world challenges through questioning, action, and reflection. It is defined as a “continuous process of learning and reflection, supported by colleagues, with an intention of getting things done” (McGill & Beaty, 2001).

Alternative/linked methods: Action Learning Sets, Enquiry Action Learning, Critical Friend Groups

Why?

• Promotes reflection in simulated environments.
• Links theory to practice.
• Develops leadership and communication skills.
• Encourages self-directed inquiry.
• Supports ethical, evidence-informed decision-making through research methods.

How?

• Set groups: Small groups, 4-8 per group.
• Problem Presentation: Present a real, unresolved issue.
• Clarifying Questions: Peers ask open-ended, reflective questions.
• Action Planning: The presenter identifies actions to take.
• Feedback: Outcomes discussed next session.
• Facilitation: A tutor supports the process, especially early on.

When?

• In research methods, capstone projects, or placement preparation.
• In healthcare, education, social work, and other applied disciplines.
• As part of assessment.
• In staff development, academic leadership, or dual education.
• During or after professional placements to reflect on critical incidents

Get Started

• Use real-world or placement-based challenges as starting points.
• Group by themes, not friendships.
• Structure sessions with clear roles and time limits (e.g. 15-minute cycles).
• Encourage reflection and feedback.
• Adapt based on student feedback, allowing for evolution into reading groups or flipped classrooms.

Digital Enhancement

• Synchronous sessions via Microsoft Teams with breakout rooms. 
• Asynchronous collaboration using shared documents and forums. 
• Blended models combining in-person and virtual AL. 
• Online ALS during placements to support real-time reflection.

Resources

• Lofthouse, R., 2022. Action Learning Sets: a pedagogic and professional tool. [online] Leeds Beckett University.
• Yi, J. et al. (2024) “Evaluating the effects of action learning on the research competency of undergraduate nursing students: A mixed-methods study,” Nurse Education Today, 140.
• Bourner, T. (2011) ‘Action learning: history and evolution’, Action Learning: Research and Practice, 8(2), pp. 174–178. doi: 10.1080/14767333.2011.581027.
• Király, G. and Dén-Nagy, I. (2024) ‘Action learning. A possible response to the challenges of business higher educations’, Action Learning: Research and Practice, 22(1), pp. 26–40. doi: 10.1080/14767333.2024.2442123.
• Welskop, W. (2013) ‘Action learning in education’.
• Leonard, H. and Marquardt, M. (2010) ‘The evidence for the effectiveness of action learning’, Action Learning: Research and Practice, 7, pp. 121-136.
• Vanhorn, Shannon; Ward, Susan M.; Weismann, Kimberly M.; Crandall, Heather; Reule, Jonna; and Leonard, Robert (2019) “Exploring Active Learning Theories, Practices, and Contexts,” Communication Research Trends: Vol. 38: Iss. 3, Article 1.
• Boak, G. (2025) ‘Functions and forms of action learning’, Action Learning: Research and Practice, 22(1), pp. 5–6. doi: 10.1080/14767333.2025.2458899.
• Durowse, M. (2024) “Using Enquiry Action Learning to help students understand their decision-making,” Social Work Education, pp. 1–16. Available at: https://doi.org/10.1080/02615479.2024.2376863.
• McGill, I. and Beaty, L. (2001) Action learning : a guide for professional, management & educational development. Rev. 2nd ed. London: Kogan Page.