ABSTRACT
Action learning has proven to be a powerful tool, which generates significant, relevant, and long-lasting learning in relatively short periods of time (Revans, 1980, 1982; Marsick, 1992). The uniqueness of action learning is its wideranging application to both learning and action for individuals, teams and organizations (Dilworth and Willis, 2003; Marquardt, 1998, 2003; Pedler, 1997). Practitioners and theorists from diverse disciplines such as manage - ment science, psychology, sociology, engineering, political science, sociology, anthropology, and higher education embrace its practical effectiveness (Marquardt, 2004; Marquardt and Berger, 2000). Action learning has been used for numerous purposes including strategic development, curriculum design, knowledge management, organizational development, human resources, executive coaching, and team dynamics (Dilworth and Willis, 2003; Marquardt, 2004; Pedler, 1997; Yorks et al., 1999). It has been applied both in a face-to-face mode and online (Waddill, 2005).
