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The role of the blended action learning facilitator: an enabler of learning and a trusted inquisitor

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  • Kate Thornton
  • Pak Yoong

Abstract

This paper reports on a research study that involved the use of blended action learning to support leadership development within the New Zealand education sector. An important contributor to the success of this technology-enabled approach to professional learning was the role taken by the blended action learning facilitator. Two complementary aspects of this role were: enabling learning, the main focus of which was encouraging participation in online interactions; and acting as a trusted inquisitor, a process involving both supporting and challenging participants in their leadership learning. This study found that the balance between these two roles varied over the course of the blended action learning groups and this led to the identification of five distinct stages of blended action learning facilitation.

Suggested Citation

  • Kate Thornton & Pak Yoong, 2011. "The role of the blended action learning facilitator: an enabler of learning and a trusted inquisitor," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 8(2), pages 129-146, March.
    • Handle: RePEc:taf:alresp:v:8:y:2011:i:2:p:129-146
    DOI: 10.1080/14767333.2011.581021
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    Cited by:

    1. Andrew D. Eaton & Francisco Ibáñez-Carrasco & Shelley L. Craig & Soo Chan Carusone & Michael Montess & Gordon A. Wells & Galo F. Ginocchio, 2018. "A blended learning curriculum for training peer researchers to conduct community-based participatory research," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 15(2), pages 139-150, May.
    2. Rens Kortmann & Vincent Peters, 2021. "Becoming the Unseen Helmsman - Game facilitator competencies for novice, experienced, and non-game facilitators," Simulation & Gaming, , vol. 52(3), pages 255-272, June.

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