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Peer reviewedRobinson, Muriel – Education + Training, 2001
Uses the example of a diploma in religious education course to explore what constitutes action learning. Concludes that, since students do not set their own agenda for growth and change and do not work on genuine problems resulting in real-world action, it is not action learning. However, experiential opportunities to challenge existing belief…
Descriptors: Educational Certificates, Experiential Learning, Foreign Countries, Higher Education
