 Reflective journaling and WhatsApping as part of a management degree apprentice’s action learning practiceJoni Rhodes and Cheryl Brook Action Learning: Research and Practice, 2021, vol. 18, issue 1, 75-83 Abstract: This account of practice offers practical examples of the use of reflective journaling and WhatsApping as part of a novice action learner’s practice on her undergraduate degree programme. The action learning set was part of a degree apprentices programme which required the first author to complete a work-based learning module involving the identification and management of a project in the workplace. Reflective journaling was suggested as a voluntary activity, and the WhatsApp group which followed when the face-to-face action learning set stopped meeting was initiated by the first author as a way of continuing to have the benefits of action learning when ongoing face-to-face meetings proved difficult if not impossible to achieve. Reflective journaling is commended as a learning tool which can help the learner make sense of their experience both within and without the set, but like action learning itself it cannot be pressed upon unwilling individuals. Date: 2021 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:taf:alresp:v:18:y:2021:i:1:p:75-83 Ordering information: This journal article can be ordered from DOI: 10.1080/14767333.2021.1869188 Access Statistics for this article Action Learning: Research and Practice is currently edited by Kiran Trehan and Clare Rigg More articles in Action Learning: Research and Practice from Taylor & Francis Journals |
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