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In these educational practices, participants engage in problem-solving actions outside the campus and combine them with on-campus study. This is the methodological basis of action learning, which has spread through various practices in higher education. The purpose of this article is to consider the assumptions and effectiveness of action learning. More specifically, I begin by reviewing past articles on action learning and existing definitions on the basis of the studies of R. Revans, the founder of action learning. Second, I examine previous case studies of action learning and their relationships with other action modalities, such as action research and action science. Third, I consider the fundamental ideas and effectiveness of action learning. The fundamental idea of action learning stresses the importance of balancing action with learning in a synergistic manner. It also acknowledges the critical role of reflection in mediating between action and learning. 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