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Exploring how social media can enhance the teaching of action research

Jenkins, Alyson; Carroll, Fiona; Woodward, Clare; Kop, Rita and Jenkins, Emrys (2012). Exploring how social media can enhance the teaching of action research. Action Research, 10(2) pp. 170–188.

URL: http://arj.sagepub.com/content/early/2011/10/19/14...
DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1177/1476750311424945
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Abstract

Action research has an extensive history of being used to improve teaching and learning in many different professional settings, for example, schools, colleges, universities health and social care services. Educational action research embodies a process that necessitates honesty and openness and which lends itself to the betterment of one’s practice; in the current e-learning climate, where education is rapidly changing and the role and practice of the educator is evolving yet uncertain, action research has never been more valuable. This article explores and presents how social media have been used to enhance the teaching of action research and also how students gained an understanding, appreciation and an evolving experience of action research. Exploring the intricate relationships between action research, new technologies and the learning that took place during an Understanding Action Research module, this article is written from the perspective that the module team was interested in ensuring that students acquired a fully rounded understanding of action research in order to utilize it in the improvement of their own practice.

Item Type: Journal Article
Copyright Holders: 2011 The authors
ISSN: 1741-2617
Keywords: action research; education; learning; social media; teaching; web technologies
Academic Unit/Department: Education and Language Studies > Education
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 31564
Depositing User: Clare Woodward
Date Deposited: 23 Jan 2012 11:03
Last Modified: 13 Feb 2014 11:23
URI: http://oro.open.ac.uk/id/eprint/31564
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