ABSTRACT
The evidence that employers are beginning to see project-based learning in the workplace more as an investment rather than a cost is expanding (Van Buren 2002; Zuber-Skerritt 2002). One type of project-based learning in the workplace is action learning, as developed by the physicist Revans (1982)—often considered the “father” of action learning-who suggested that relevant knowledge comes from action, not just through the study of books. Revans described action learning as learning from and with peers by solving real problems. Action learning has been variously interpreted and applied. One application is action refl ection learning, which emphasizes, among other things, learning through refl ection (Rimanoczy and Turner 2008). Marsick et al. (1992) describe action refl ection learning as problem solving by a small group of participants, who because of this learn and attempt to increase their critical potential.
