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Journal articles on the topic 'Informal learning processes'
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Davis. "Informal Learning Processes in an Elementary Music Classroom." Bulletin of the Council for Research in Music Education, no. 198 (2013): 23. http://dx.doi.org/10.5406/bulcouresmusedu.198.0023.
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Roßnagel, Christian Stamov, Melanie Schulz, Michael Picard, and Sven C. Voelpel. "Older Workers’ Informal Learning Competency." Zeitschrift für Personalpsychologie 8, no. 2 (April 2009): 71–76. http://dx.doi.org/10.1026/1617-6391.8.2.71.
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Abstract. In a co-operation between Jacobs University and a German mail-order company, we explored age differences in informal learning competency. To reconcile the needs for practically relevant results and rigorous assessment, we relied on a two-step research strategy. First, we conducted an on-line survey of informal learning competency with employees from three age groups. Second, we followed up on the underlying processes in an experimental setting. The insights into the drivers of and barriers to learning competency inform the planning of tailored ”learning to learn” workshops that can fruitfully be integrated into the company’s T & D programme to promote sustainable career-long learning.
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Cunningham, John, and Emilie Hillier. "Informal learning in the workplace: key activities and processes." Education + Training 55, no. 1 (February 8, 2013): 37–51. http://dx.doi.org/10.1108/00400911311294960.
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Spaan, Nadia Roos, Anne R. J. Dekker, Alike W. van der Velden, and Esther de Groot. "Informal and formal learning of general practitioners." Journal of Workplace Learning 28, no. 6 (August 8, 2016): 378–91. http://dx.doi.org/10.1108/jwl-12-2015-0090.
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Purpose The purpose of this study is to understand the influence of formal learning from a web-based training and informal (workplace) learning afterwards on the behaviour of general practitioners (GPs) with respect to prescription of antibiotics. Design/methodology/approach To obtain insight in various learning processes, semi-structured interviews were conducted with 19 GPs. These interviews were transcribed and analysed with a theory-based template, that had been defined beforehand, but with an open mind for emerging themes. Findings The web-based training was perceived by GPs to change their prescription behaviour, mostly as a result of informal learning processes. Being a research participant and being a supervisor appeared to create most opportunities for informal learning. Practical implications The current research shows that being a research participant and/or a supervisor enhance informal learning activities, for example, reflection and social interaction, and thereby formal training becomes more effective. It is recommended to remind GPs regularly to reflect on their prescribing behaviour and to stimulate them to reflect and seek social interaction besides participating in formal training. Originality/value Our study adds to the existing literature by considering informal learning processes in an evaluation of the perceived effects of formal training. Our findings have implications for the design and evaluation of formal trainings with the purpose of behavioural change of doctors.
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Kavasakalis, Aggelos, and Foteini Liossi. "Lifelong Learning Policies: The Case of Work-Based Learning." Journal of Education and Training 6, no. 2 (July 16, 2019): 30. http://dx.doi.org/10.5296/jet.v6i2.14804.
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In this paper the role of validation and recognition of non-formal and informal learning, focusing on work-based learning (WBL) is examined. The paper is based on the analysis of EU and international organizations policy documents related to developments in the areas of Lifelong Learning and the development of learning processes through WBL. In the first section, a general overview of the wider condition of the society and economy and the necessity of the discussion on the paper’s theme take place. In the next part of the paper a mention of key points of the European policies on life-long learning with the focus of recognition and validation of non-formal and informal learning is been presented. In the third part, the section before the concluding remarks, the theme of Work-based learning, the development of necessary validation processes and the challenges are being analyzed.
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Kastner, Julie Derges. "Healing bruises: Identity tensions in a beginning teacher’s use of formal and informal music learning." Research Studies in Music Education 42, no. 1 (July 23, 2018): 3–18. http://dx.doi.org/10.1177/1321103x18774374.
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The purpose of this narrative case study was to describe the developing teacher identity of Nicole Downing, a first-year teacher in the US, in her use of both formal and informal learning processes. As music education continues embracing approaches like informal music learning, it should also reflect on the voices of teachers in the field. Data collection included interviews, observations, and participant writings. Findings revealed that Nicole (a) questioned and eventually accepted her music teacher identity, (b) exhibited a dualism between her use of formal and informal music learning processes, and (c) broadened her community’s definition of school music. Nicole used the metaphor of a bruise to describe how she believed some in her undergraduate studies would judge her interest in popular music and creative musicianship, but as she became a music teacher she had agency to incorporate the informal learning she valued. Nicole exhibited a duality in her use of formal and informal learning processes, which were not integrated in her teaching. Ultimately, she developed a broadened definition of school music that she believed was beneficial for students but perceived negatively by other music teachers. Music teacher education should support teachers’ diverse identities and continue to explore the teaching strategies used in facilitating informal music learning experiences.
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Augustyniak, Sylvana. "The impact of formal and informal learning on students’ improvisational processes." International Journal of Music Education 32, no. 2 (October 31, 2013): 147–58. http://dx.doi.org/10.1177/0255761413502440.
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Brouns, Francis, Hubert Vogten, José Janssen, and Anton Finders. "E-Portfolios in Support of Informal Learning." International Journal of Human Capital and Information Technology Professionals 5, no. 3 (July 2014): 18–32. http://dx.doi.org/10.4018/ijhcitp.2014070102.
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Nowadays, informal learning is very much part of everyone's life, even when individuals are not aware that they engage in informal learning. Therefore it is vital that individuals and organisations become aware of the value of informal learning. Not only that, but individuals need to take control of their informal learning and make it known to others. This article illustrates how e-portfolios, as a store of learning activities and resulting products, can support reflection on the learning process by allowing learners to monitor their learning behaviour. Findings indicate that ease of use is crucial. User interface design should accommodate the needs of the learner to promote uptake of the tool. The e-portfolio has to be an integral part of the learner's working and learning processes, and assist the learner by tracking and presenting his learning activities for easy inclusion into the e-portfolio.
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Cassidy, Alice. "11. Learning Portfolios: Creative Connections Between Formal and Informal Learning." Collected Essays on Learning and Teaching 3 (June 13, 2011): 60. http://dx.doi.org/10.22329/celt.v3i0.3241.
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How do you know what students in your course “took away” with them? Why not ask? Through a learning portfolio assignment, I invited students to show: how they met the course objectives; connections they made to other courses as well as aspects of their lives; and their views and perspectives about the course material and processes. They were asked to include tangible evidence, examples, connections, and reflections from all class sessions, discussions, and other assignments. They were also required to express themselves through a creative variety of styles and formats, including a concept map and a world map. What were their reactions to the assignment? Many noted that it encouraged them to think critically and that it was a fun way to show the links between the course and their own lives. Might you like to use or adapt some or all parts of my learning portfolio assignment in a course (any discipline) that you teach? Through reading this paper and trying the described activities, you will have completed your own mini-learning portfolio and explored methods of assessment.
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Bishop, Daniel. "Firm size and workplace learning processes: a study of the restaurant sector." European Journal of Training and Development 44, no. 2/3 (January 2, 2020): 305–20. http://dx.doi.org/10.1108/ejtd-08-2019-0139.
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Purpose The purpose of this paper asks how workplace learning environments change as firm size increases, and how employees respond to this. In doing so, it looks beyond an exclusive focus on formal training and incorporates more informal, work-based learning processes. Design/methodology/approach The study uses a comparative, qualitative research design, using semi-structured interviews with an under-researched group of workers – waiting for staff in restaurants. The data were collected from six restaurants of different sizes. Findings As formally instituted human resource development (HRD) structures expand as firm size increases are more extensive in larger firms, this leaves less room for individual choice and agency in shaping the learning process. This does not inevitably constrain or enhance workplace learning, and can be experienced either negatively or positively by employees, depending on their previous working and learning experiences. Research limitations/implications Future research on HRD and workplace learning should acknowledge both formal and informal learning processes and the interaction between them – particularly in small and growing firms. Insights are drawn from the sociomaterial perspective help the authors to conceptualise this formality and informality. Research is needed in a wider range of sectors. Practical implications There are implications for managers in small, growing firms, in terms of how they maintain space for informal learning as formal HRD structures expand, and how they support learners who may struggle in less structured learning environments. Originality/value The paper extends current understanding of how the workplace learning environment – beyond a narrow focus on “training” – changes as firm size increases.
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Alenius, Pauliina. "Informal learning processes of migrants in the civil society: a transnational perspective." European Journal for Research on the Education and Learning of Adults 7, no. 1 (April 1, 2016): 41–55. http://dx.doi.org/10.3384/rela.2000-7426.rela9072.
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Morrison, Dirk. "eutagogoy Extended: A Conceptual Framework to Support Informal, Self-Determined Lifelong Learning for Older Adults." Journal of Studies in Education 10, no. 3 (August 21, 2020): 143. http://dx.doi.org/10.5296/jse.v10i3.17297.
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This paper reviews and then extends the concept of heutagogy, making a case for why and how it provides a theoretical and practical framework for understanding and facilitating informal, self-determined older adults’ online lifelong learning activities and processes. This discussion is situated within a unique research context, namely, older adults’ (retirees) use of online personal learning networks (oPLNs) to support their informal lifelong learning goals. From our analysis, there is evidence to substantiate the claim that heutogogical principles were manifest within an “ecology” of informal online learning.
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Susomrith, Pattanee, and Alan Coetzer. "Effects of informal learning on work engagement." Personnel Review 48, no. 7 (November 4, 2019): 1886–902. http://dx.doi.org/10.1108/pr-10-2018-0430.
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Purpose The purpose of this paper is to explore the relationships between task-based and interactional informal learning practices in small professional services firms and the moderating role of proactivity in the relationship. Design/methodology/approach Job demand-resources theory was used to develop theoretical arguments for a link between informal learning and work engagement. Data were collected from 203 employees in professional services firms and analysed using structural equation modelling. Findings Analysis of the data showed that opportunities to learn through task-based learning processes and through interactions with supervisors and colleagues were positively related to employees’ levels of work engagement. Furthermore, the strength of relationships between these informal learning practices and work engagement was influenced by employees’ proactivity. Research limitations/implications The limitations pertain to the non-random sampling procedure, cross-sectional nature of the study and the use of self-report measures. These limitations were mitigated by employing rigorous analytical procedures. Practical implications The results suggest that managers are able to influence the quantity and quality of informal workplace learning through strategies such as selecting employees who have a propensity for proactive behaviour, encouraging proactive behaviour, enabling experimentation and reflection and fostering positive interpersonal relations. Originality/value The study links two streams of research that have seemingly not been connected previously. The results suggest that small firms are sites with abundant potential for development of employees’ knowledge and skills and the associated experiences of work engagement.
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Federman, Jessica E. "A process account of the relationship between informal learning and expressions of anger and anxiety." European Journal of Training and Development 44, no. 2/3 (November 18, 2019): 237–57. http://dx.doi.org/10.1108/ejtd-09-2019-0155.
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Purpose This paper aims to explore how negative emotions lead to differential relationships with informal learning. Informal learning is posited to serve as a coping mechanism and positively influence performance. Design/methodology/approach This paper provides a conceptual, process-based framework to explain the relationship between informal learning and stressful emotions of anger and anxiety. Findings The proposed framework in this paper suggests that informal learning in conjunction with emotion regulation can help neutralize negative emotions and promote improved cognitive functioning, better social functioning and higher task performance. From a practical perspective, the provided framework should help managers and organizational leaders better understand the emergence of negative emotion and how to constructively channel employee well-being from them. Originality/value Much of the informal learning literature has investigated dispositional and situational influences, without regard to the role that discrete emotions play in influencing cognitive, behavioral and motivational learning processes. This paper addresses this gap through a theoretical framework that explains the relationship between negative emotions and informal learning.
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Morrison, Dirk. "Older Adults’ Use of Online Personal Learning Networks to Construct Communities of Learning." Journal of Studies in Education 10, no. 1 (December 22, 2019): 18. http://dx.doi.org/10.5296/jse.v10i1.16010.
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This study investigated how retired older adults (age 55+) use the Internet and social media tools to facilitate their informal, self-directed learning by creating and maintaining online personal learning networks (oPLNs). The research examined what information and communication technologies (ICT) participants included in their oPLNs and how they used these oPLNs to activate and self-direct their informal learning. Employing the web-conferencing tool WebEx, four online focus groups and four one-to-one audio interviews were conducted allowing for a total of 15 voluntary, geographically-dispersed participants from across Canada to synchronously interact and exchange their experiences and insights regarding their oPLNs. Using a thematic analysis method, the discussion transcripts generated were analyzed to examine learning contexts, strategies to manage learning, motivation to learn and achievement of learning goals, as well as to discover emergent themes. It was clear from our findings that oPLNs provided a virtual "learning community" that supported informal, self-directed learning via learner participation and interaction opportunities fostered by ICT-based tools and processes.
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Calha, António Geraldo Manso. "Modes of acquisition of health literacy skills in informal learning contexts." Revista da Escola de Enfermagem da USP 48, spe2 (December 2014): 100–106. http://dx.doi.org/10.1590/s0080-623420140000800016.
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In this article we try to analyze the learning processes of health literacy skills in informal contexts. We intend to broaden the understanding of the learning process beyond the formal contexts, thus contributing to the elucidation of health professionals on how individuals acquire and manage their knowledge in health matters. Given our goal, we use an analytic corpus constituted by one hundred autobiographical narratives written between 2006 and 2011, in educational contexts but with recognized potential for use in different scientific fields, including health. The results reveal the existence of three different types of modes of learning health literacy skills in informal context: : i) learning that takes place in action, in achieving daily tasks; ii) learning processes that result from problem solving; iii) learning that occurs in an unplanned manner, resulting from accidental circumstances and, in some cases, devoid of intentionality.
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Sockett, Geoffrey. "Understanding the online informal learning of English as a complex dynamic system: an emic approach." ReCALL 25, no. 1 (January 2013): 48–62. http://dx.doi.org/10.1017/s095834401200033x.
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AbstractResearch into the online informal learning of English has already shown it to be a widespread phenomenon involving a range of comprehension and production activities such as viewing original version television series, listening to music on demand and social networking with other English users.Dynamic systems theory provides a suitable framework within which to study informal learning because it emphasises the unique range of resources, strategies and relationships which contribute to non-linear language development for each learner.While research into the impact of these activities for language development has yielded some data regarding vocabulary gains and improvements in fluency and comprehension skills, the mechanisms at work in such language development have proved difficult to study because of the private nature of most online informal learning. In this study, an emic approach is adopted, involving a group of students experienced in second language acquisition research, who used blogs to report on their own online informal learning of English over a three-month period. Extensive examples from these blogs are used to build up a picture of the learning processes at work, within a framework suggested by the literature of complex dynamic systems. These results allow conclusions to be drawn regarding the way in which these processes are used by informal learners in different phases of real communicative tasks.
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CARRASCO, TIELE SILVEIRA, and FRANCIELLE MOLON DA SILVA. "INFORMAL LEARNING AT WORK CONTEXT: A META-STUDY OF BRAZILIAN SCIENTIFIC PRODUCTION." RAM. Revista de Administração Mackenzie 18, no. 4 (August 2017): 137–63. http://dx.doi.org/10.1590/1678-69712017/administracao.v18n4p137-163.
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ABSTRACT Purpose: This study aimed at analyzing Brazilian scientific production about informal learning at work context in journals of Administration. Originalityvalue: Especially in Brazil, research on informal learning is featured as shallow, scattered type. Therefore this is a latent topic in the field of organizational learning. The aim, thus, is providing contribution to the characterization of this subject, indicating gaps and research possibilities from national scientific production. Design/methodology/approach: a meta-study analyzing a set of 36 studies published in Business journals was developed for this purpose, with no initial time delimitation until 2016. Findings: Results obtained indicated a slow increase on publications about informal learning since 2010. It can be inferred that researches aiming specifically at informal learning still occupy a small backward space highlighted by the investigation of how learning processes take place, mostly by means of qualitative researches, in a clear attempt to comprehending such phenomenon.
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Lemoisson, Philippe, Stefano A. Cerri, Vincent Douzal, Pascal Dugénie, and Jean-Philippe Tonneau. "Collective and Informal Learning in the ViewpointS Interactive Medium." Information 12, no. 5 (April 23, 2021): 183. http://dx.doi.org/10.3390/info12050183.
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Collective learning has been advocated to be at the source for innovation, particularly as serendipity seems historically to have been the driving force not only behind innovation, but also behind scientific discovery and artistic creation. Informal learning is well known to represent the most significant learning effects in humans, far better than its complement: formal learning with predefined objectives. We have designed an approach—ViewpointS—based on a digital medium—the ViewpointS Web Application—that enables and enhances the processes for sharing knowledge within a group and is equipped with metrics aimed at assessing collective and informal learning. In this article, we introduce by giving a brief state of the art about collective and informal learning, then outline our approach and medium, and finally, present and exploit a real-life experiment aimed at evaluating the ViewpointS approach and metrics.
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Katsamakas, Evangelos. "Knowledge processes and learning options in networks: Evidence from telecommunications." Human Systems Management 26, no. 3 (September 10, 2007): 181–92. http://dx.doi.org/10.3233/hsm-2007-26304.
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This paper articulates a network approach to knowledge processes and information systems in organizations. It proposes that cross-business-unit knowledge processes and the learning role of information systems are embedded within a network of relationships that link business units. Exploratory evidence from a large telecommunications firm shows that relationships have strategic learning option value. Learning processes are often informal and emergent thus information systems should provide a flexible infrastructure enabling the evolution of learning processes. The paper identifies important feedback loops that can be leveraged by knowledge managers, who should be seen as cultivators of knowledge processes, rather than omnipotent planners and designers.
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Şendurur, Emine, Berrin Doğusoy, and Neslihan Yondemir Çalişkan. "Investigation of non-native learners’ informal learning processes from cognitive-load theory perspective." Interactive Learning Environments 28, no. 1 (September 8, 2018): 95–106. http://dx.doi.org/10.1080/10494820.2018.1517096.
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Grandy, Gina, and Sharon Mavin. "Informal and socially situated learning: gendered practices and becoming women church leaders." Gender in Management: An International Journal 35, no. 1 (January 2, 2020): 61–75. http://dx.doi.org/10.1108/gm-03-2019-0041.
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Purpose This paper aims to explore how informal and socially situated learning and gendered practices impact the experiences of women learning to lead and the gendered dynamics inherent in women’s lived experiences of learning. Design/methodology/approach The authors adopt a becoming ontology and a social constructionist perspective. A qualitative approach guided by feminist principles facilitated the surfacing of rich and reflective accounts from women leaders. Semi-structured interviews were conducted with 18 women leader priests in Canada. Findings The authors highlight how gendered practices are concealed and revealed through informal learning processes and illustrate this through two themes, informal and socially situated learning as inductive and gendered, and the jolt of gender discrimination in informal learning. Research limitations/implications While each account from the women church leaders is highly valued in its own right and the women’s stories have generated new insights, the overall data set is small and not generalizable. Future research should explore further the types of informal learning initiatives and systems, which acknowledge and best support women learning to lead in (gendered) organizations. It should also explore how informal learning informs leadership styles in this and other contexts. Originality/value The research demonstrates how informal learning experiences can serve as a site for invisible and unaccounted for gender bias and inform the becoming of women leaders. The research also advances the limited body of work that seeks to better understand the gender dynamics of women’s leadership in faith-based organizations.
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García-Peñalvo, Francisco J., Miguel Á. Conde, Mark Johnson, and Marc Alier. "Knowledge Co-Creation Process Based on Informal Learning Competences Tagging and Recognition." International Journal of Human Capital and Information Technology Professionals 4, no. 4 (October 2013): 18–30. http://dx.doi.org/10.4018/ijhcitp.2013100102.
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The present paper deals with the problem of tagging, acknowledge and recognize of informal learning activities. It describes TRAILER project, a solution based on a methodology and a technology framework that facilitates learners/employees and institutions the co-creation of knowledge from informal learning instances. The TRAILER architecture has been implemented as a proof of concept and it is initially validated through some expert testing, from which is possible appreciate the integration difficulties of the co-creation processes.
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Ratana-Ubol, Archanya, and John A. Henschke. "Cultural Learning Processes through Local Wisdom." International Journal of Adult Vocational Education and Technology 6, no. 2 (April 2015): 41–60. http://dx.doi.org/10.4018/ijavet.2015040104.
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This article provides the background and concept of Thailand Lifelong Learning [LLL], even attempting a definition. The Thai LLL vision encompasses strategies for developing human qualities such as integrity, self-reliance, adaptability, resilience, and spirituality, to name a few. In some regards LLL seeks to recapture a more fully-developed perspective, on what in earlier times and places [1238 AD in Thailand], was called ‘indigenous education', as it now pursues the benefits of a vibrant Learning Society. Progress of LLL in Thailand at times seems to be very slow and methodological rather than dynamic. It stems from developing a policy of learning processes for establishing solid education systems – Formal, Non-Formal, and Informal. LLL also has developed by means of garnering and integrating ‘Local Wisdom' [a Thai term designating important valued human experience] into what has become known as ‘cultural learning processes'. This Local Wisdom is held by ‘Wisdom Teachers' and encompasses nine areas, as follows: agriculture, handicraft/cottage industry, traditional medicine, conservation of natural resources, funding/community economics, fine arts, languages/literatures, philosophy/religion/tradition, and food/nutrition. Government Organizations and Private Non-Governmental Organizations have strongly supported and have been major forces for advancing cultural learning, LLL, and what may be labeled as a ‘Learning Society'. In addition, collaboration between Chulalongkorn University, Bangkok [Thailand's premier university] and Lindenwood University, St. Charles, Missouri, USA, has helped Thai LLL advance immeasurably and move toward becoming a Learning Society from 2010 to 2015. Added to this, and provided a Model of Cultural Learning, with recommendations for improvement at the National and Community levels. It concludes with assurances toward its creating diversity within the constituencies to be served, strengthening a self-sufficient economy, solidifying moral values, and enhancing Thailand's becoming a vibrant and flourishing Lifelong Learning Society.
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Pickering, Deirdra. "Informal learning and social capital in the Dublin Computer Clubhouse." Geography 96, no. 3 (November 1, 2011): 143–48. http://dx.doi.org/10.1080/00167487.2011.12094325.
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Straub, Evan T. "Understanding Technology Adoption: Theory and Future Directions for Informal Learning." Review of Educational Research 79, no. 2 (June 2009): 625–49. http://dx.doi.org/10.3102/0034654308325896.
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How and why individuals adopt innovations has motivated a great deal of research. This article examines individuals’ computing adoption processes through the lenses of three adoption theories: Rogers’s innovation diffusion theory, the Concerns-Based Adoption Model, the Technology Acceptance Model, and the United Theory of Acceptance and Use of Technology. Incorporating all three models, this article suggests technology adoption is a complex, inherently social, developmental process; individuals construct unique yet malleable perceptions of technology that influence their adoption decisions. Thus, successfully facilitating technology adoption must address cognitive, emotional, and contextual concerns. This article also focuses specific attention on adoption theory outside of a formal organization and the implications of adoption theory on informal environments.
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Kushwaha, Pooja, and M. K. Rao. "Integrating the Linkages between Learning Systems and Knowledge Process: An Exploration of Learning Outcomes." Business Perspectives and Research 5, no. 1 (December 21, 2016): 11–23. http://dx.doi.org/10.1177/2278533716671616.
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This study intends to explore the influence of learning systems (formal and informal) and knowledge process integration on individual level learning outcomes. This article reviews the extensive literature on the role of learning systems to acquire, disseminate, interpret, and store knowledge within the organizational purview, which subsequently leads toward learning outcomes in the workplace. A methodical review of the literature has been conducted to explore the connection among learning systems, knowledge process, and learning outcomes. Based on the theoretical underpinnings, a conceptual framework has been proposed. Furthermore, this study incorporates a discussion on Huber’s (1991) learning components for achieving better learning outcomes. Findings of the study outline that the role of informal learning is preferential than formal learning system, which harmonizes with knowledge processes and subsequently affects organizational learning outcomes. Authors point out the potentiality of contextual factors to affect the aforesaid relationship. Later part of the study discusses implication, limitations, and future suggestions for the researchers.
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Nguyen, Hoang, Daniel R Terry, and Si Fan. "Questionnaire Development for Strategic English Learning: Processes and Outcomes." International Journal of English Language Education 4, no. 1 (February 2, 2016): 138. http://dx.doi.org/10.5296/ijele.v4i1.8970.
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<p>This paper reports on the four-stage construction of the English Language Learning Strategy Questionnaire (ELLSQ), employed in a research study on language learning strategies (LLSs) among Vietnamese tertiary students. Firstly, a needs analysis for the questionnaire development is provided. Secondly, various steps in the adaptation and initial development of the ELLSQ are described in detail, including the review of relevant literature, consultation with survey experts, and focus group discussions with target learners. Thirdly, the refinement of the ELLSQ is addressed through the conduction of informal expert reviews; and finally, its validation through field pre-tests is reported. The reliability and validity of the ELLSQ was undertaken through a pilot test with participation of 97 students, who were part of the target population of the formal study. The main purpose of this pilot test was to ensure the workability of the instrument and to establish reliability, face and content validity of the questionnaire. Practical implications for future attempts are embedded regarding the construction of reliable and valid questionnaires in a new research discourse.</p>
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Serrano Velarde, Kathia. "Informal learning in formal organizations: The case of volunteer learning in the hospital." Current Sociology 68, no. 4 (March 10, 2020): 572–91. http://dx.doi.org/10.1177/0011392120907642.
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The sociology of education has much to gain from an organizational perspective on learning processes. This is especially true for ‘informal learning’ – that is, learning beyond traditional educational settings such as schools and universities. The present article addresses this gap by providing a theoretical and empirical account of the informality of learning situations in formal organizations. Following the insights of the ‘situated learning’ literature and interaction-based analysis, the article investigates the role and place of informal learners in formal organizations by analysing the learning experience of volunteers who have chosen to take part in the German national voluntary service. The author grasps the complexity of their learning experience over time by using a mixed methods design that combines ethnographic protocols with a series of narrative interviews with German voluntary service participants in hospitals. Since the volunteers observed in the hospital context were constrained to routine tasks that do not require medical skills, their scope of learning new things is indeed limited. Learning thus comes with the necessity of challenging the boundaries of their volunteer role, which in turn requires the cooperation of the regular staff. The article reveals the social mechanisms underlying the individual learning experience of hospital volunteers. It does so by focusing on their boundary work and by identifying the limits of their participation in the communities of practice that they are ‘trying to help’.
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Uyen Tran, Lynn. "Dialogue in education." Journal of Science Communication 07, no. 01 (March 21, 2008): C04. http://dx.doi.org/10.22323/2.07010304.
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What is the meaning of “dialogue” in education? Why is dialogue important in learning processes? Tran proposes a short review of the literature, starting with Vygotsky and ending with a new field of research in informal learning - conversations among the public visiting museums as a collaborative environment for learning.
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Babu, Savitha Suresh. "Learning in College: Beyond the Classroom." Tattva - Journal of Philosophy 9, no. 2 (July 1, 2017): 1–10. http://dx.doi.org/10.12726/tjp.18.1.
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Learning in college often extends beyond classrooms and formal instruction. Various forms of student organisings can allow for learning beyond institutional curricula. In this paper, using two examples of collective mobilisations, I argue for paying keener attention to the informal within formal education spaces. Both the instances under discussion occur around the space of the hostel - located within the formal educational institution and yet, away from the formalised processes of learning and teaching. In varied ways, however, the forms of conversation that marks the coming together of students, has pedagogic significance. Specifically, conceiving students mobilising as an instance of anti-caste assertion or against implicitly accepted gender norms, I argue, provides students newer ways of thinking about the world - and must thus be conceptualised as learning. Not only are these informal learning spaces significant for the varied ways they could impact students; they are also important in holding the possibility to question hegemonic practices in educational institutions, and society at large.
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Gil Quintana, Javier, and Sara Osuna-Acedo. "Transmedia Practices and Collaborative Strategies in Informal Learning of Adolescents." Social Sciences 9, no. 6 (June 4, 2020): 92. http://dx.doi.org/10.3390/socsci9060092.
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Transmedia literacy is the evolution from traditional media literacy to informal learning and participatory cultures. It analyzes the media literacy processes of young people through communities of practice in participatory contexts and through the use of digital discourses that enable the creation of transmedia universes. The present study is approached from a mixed research method, whose main objective is the analysis of adolescents’ digital habits through several data-collecting tools: A survey, participative workshops, in-depth interviews, a media diary, and online observation. From that background information, the study subject has focused on Spain, and it is framed within the “Transliteracy: Transmedia skills and informal learning strategies” project, funded by Spain’s ministry of Economy, Industry, and Competitivity. The studio is based on a sample of 237 adolescents, from 12 to 14 years old, all intensive users of digital technologies. Interesting results were obtained concerning different transmedia practices that are frequent in adolescents and the informal learning collaborative strategies they currently use. This research work concludes that the use of the Internet, although occasionally lacking adequate safety measures, increases self-sufficiency in adolescents’ informal learning. They take control of their own learning, thus enhancing self-motivation and increasing the acquisition of transmedia competences.
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Zemaitaityte, Irena, Giedre Pauriene, and Alina Petrauskiene. "Peculiarities of biographical research for the analysis of the informal teacher education." SHS Web of Conferences 85 (2020): 03008. http://dx.doi.org/10.1051/shsconf/20208503008.
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The article reviews peculiarities of biographical research. Emphasis is placed on the experiences determined by the biographical circumstances, which have served educators as impetus for informal studies, as well as founding layers for the growth of pedagogical professional competencies. When discussing lifelong learning and the growing demands on educators' professionalism, it is most important to understand how the competences of the teaching profession develop in informal learning; next, it is possible to identify the structures that enable this process. The aim of the article is to reveal the peculiarities of a biographical method and the expression of pedagogical competences of the pedagogical professionals formed through informal learning and stimulated by biographical circumstances. The analysis and results of the obtained data base on the study logic of the construction of the abduction theory according to Peirce and the Grounded theory methodology according to Strauss and Corbin [1]. The research revealed that the processes of informal learning, critical for the competencies of an educator‘s profession, take their route in childhood. Learning experiences in childhood, as well as further biographical experiences not only determine the interest in the pedagogical profession, but also determine pedagogical abilities and values.
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Derrick, Jay. "“Tacit pedagogy” and “entanglement”: practice-based learning and innovation." Journal of Workplace Learning 32, no. 4 (February 28, 2020): 273–84. http://dx.doi.org/10.1108/jwl-07-2019-0094.
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Purpose This paper argues that the informal dimensions of practice are critical for understanding workplace learning and innovation, but have been under-theorised and under-researched. This paper aims to build on the thinking of Ellström (2010), Billett (2012) and Guile (2014) to account for the emergence of innovation through practice, and propose two new concepts for improving our understanding of innovation as process: “tacit pedagogy” and “entanglement”. This argument is evidenced through a recent study of team-working in a high-profile engineering company. Design/methodology/approach Qualitative interview data was collected on the informal features of organisational culture and work processes supporting innovation, and how these features intersect and interrelate with the formal features and procedures of the organisation. Findings Three generic modes of team-working practice are identified which, it is suggested, are likely to be associated with innovatory working, and are observable practices available to future researchers. Practical implications Productive approaches to the organisation of work processes so as to enhance practitioner learning and the potential for innovation are evidenced and evaluated. Originality/value The concepts “tacit pedagogy” and “entanglement”, intended to improve theoretical understanding of learning and innovation through practice, are introduced.
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Hewlett, Barry S., Hillary N. Fouts, Adam H. Boyette, and Bonnie L. Hewlett. "Social learning among Congo Basin hunter–gatherers." Philosophical Transactions of the Royal Society B: Biological Sciences 366, no. 1567 (April 12, 2011): 1168–78. http://dx.doi.org/10.1098/rstb.2010.0373.
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This paper explores childhood social learning among Aka and Bofi hunter–gatherers in Central Africa. Existing literature suggests that hunter–gatherer social learning is primarily vertical (parent-to-child) and that teaching is rare. We use behavioural observations, open-ended and semi-structured interviews, and informal and anecdotal observations to examine the modes (e.g. vertical versus horizontal/oblique) and processes (e.g. teaching versus observation and imitation) of cultural transmission. Cultural and demographic contexts of social learning associated with the modes and processes of cultural transmission are described. Hunter–gatherer social learning occurred early, was relatively rapid, primarily vertical under age 5 and oblique and horizontal between the ages of 6 and 12. Pedagogy and other forms of teaching existed as early as 12 months of age, but were relatively infrequent by comparison to other processes of social learning such as observation and imitation.
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Feichas, Heloisa. "Bridging the gap: Informal learning practices as a pedagogy of integration." British Journal of Music Education 27, no. 1 (January 26, 2010): 47–58. http://dx.doi.org/10.1017/s0265051709990192.
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This work derives from a doctoral research study which looked at the differences in students' attitudes towards learning music in a Brazilian music higher education institution, while taking into account their different music learning backgrounds. The students' backgrounds (which consist of their set of musical experiences and music-learning processes that had been acquired and developed in their lives before entering the university course) are divided into three types: (i) those who have acquired their skills and knowledge mostly through informal learning experiences, particularly in the world of popular music; (ii) those who have only experienced classical training either within institutions such as music schools, or privately; and (iii) those whose backgrounds consist of both informal learning and classical training. These different backgrounds are termed here formal, informal and mixed. The research also discusses the gap between the way music is conceived and taught within the university and the reality students will have to face outside university. It further suggests that the traditional teaching approaches for music in higher education are possibly inadequate for educating university students from varied music learning backgrounds, especially those with informal music learning backgrounds. After examining some findings of the research, the paper proposes pedagogical strategies in which informal music learning practices might help the integration of students from different backgrounds, encouraging students' diversity and their inclusion in the university music school environment. The suggested strategies exemplify approaches that enable the students to bridge the gap between their own musical practices and those they are expected to learn in their institution. In this case, the students have more autonomy and the teacher becomes a facilitator of the process.
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Patterson, Brandon J., Brianne K. Bakken, William R. Doucette, Julie M. Urmie, and Randal P. McDonough. "Informal learning processes in support of clinical service delivery in a service-oriented community pharmacy." Research in Social and Administrative Pharmacy 13, no. 1 (January 2017): 224–32. http://dx.doi.org/10.1016/j.sapharm.2016.01.008.
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Kukenberger, Michael, Lauren D'Innocenzo, John Mathieu, and Gregory P. Reilly. "A Multi-Level Test of Team Processes and Team Interventions on Performance and Informal Learning." Academy of Management Proceedings 2012, no. 1 (July 2012): 17600. http://dx.doi.org/10.5465/ambpp.2012.17600abstract.
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Johansson, Inge. "Transition From School to After-school Day-care: Interplay Between Formal and Informal Learning Processes." European Early Childhood Education Research Journal 11, sup1 (February 2003): 109–18. http://dx.doi.org/10.1080/1350293x.2003.12016709.
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Neher, Margit Saskia, Christian Ståhl, and Per Nilsen. "Learning opportunities in rheumatology practice: a qualitative study." Journal of Workplace Learning 27, no. 4 (May 11, 2015): 282–97. http://dx.doi.org/10.1108/jwl-07-2014-0054.
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Purpose – This paper aims to explore what opportunities for learning practitioners in rheumatology perceive of in their daily practice, using a typology of workplace learning to categorize these opportunities. Design/methodology/approach – Thirty-six practitioners from different professions in rheumatology were interviewed. Data were analyzed using conventional qualitative content analysis with a directed approach, and were categorized according to a typology of formal and informal learning. Findings – The typology was adjusted to fit the categories resulting from the analysis. Further analysis showed that work processes with learning as a by-product in general, and relationships with other people in the workplace in particular, were perceived as important for learning in the workplace. The use of many recognized learning opportunities was lower. Barriers for learning were a perceived low leadership awareness of learning opportunities and factors relating to workload and the organization of work. Research limitations/implications – The generalizability of results from all qualitative inquiries is limited by nature, and the issue of transferability to other contexts is for the reader to decide. Further studies will need to confirm the results of the study, as well as the proposed enhancement of the typology with which the results were categorized. Practical implications – The study highlights the importance of relationships in the workplace for informal learning in rheumatology practice. In the clinical context, locally adapted strategies at organizational and individual levels are needed to maximize opportunities for both professional and interprofessional informal learning, taking the importance of personal relationships into account. The findings also suggest a need for increased continuing professional education in the specialty. Originality/value – The workplace learning typology that was used in the study showed good applicability to empirical health-care study data, but may need further development. The study confirmed that informal workplace learning is an important part of learning in rheumatology. Further studies are needed to clarify how informal and formal learning in the rheumatology clinic may be supported in workplaces with different characteristics.
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Brown, John Seely. "Process versus Product: A Perspective on Tools for Communal and Informal Electronic Learning." Journal of Educational Computing Research 1, no. 2 (May 1985): 179–201. http://dx.doi.org/10.2190/l00t-22h0-b7nj-1324.
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This article explores new paradigms for the use of computers in learning. Two concepts crucial to the development of qualitatively new kinds of computer-based learning environments are identified: the importance of focusing on the underlying process rather than just the product of a creative effort; and the importance of the computer's ability to record, represent and communicate that underlying process. We discuss the cognitive, pedagogical, and sociological issues relevant to the creation of learning environments in five domains, along with examples of specific possibilities in each: 1) Empowering environments. How can we design computer-based tools that both promote creativity and aid the development of artistic discipline? 2) Games. How can the motivational aspects of arcade-style games be transferred to more fertile learning environments? 3) Communication. How can we break away from the fundamentally linear structuring of ideas necessary in print-based communication and create tools to aid the representation and comprehension of nonlinear ideas and arguments? 4) Writing. How can we create tools to help authors move from the chaos of pre-articulate ideas to the order of a polished document? 5) Education. How can we create a computer-based system that “mirrors” students' thought processes, helping them to reflect on those processes and thereby to improve their metacognitive skills?
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Baidoo, Mohammed Kwaku, Akosua Tachie-Menson, Nana Ama Pokua Arthur, and Eric Appau Asante. "Understanding informal jewellery apprenticeship in Ghana: Nature, processes and challanges." International Journal for Research in Vocational Education and Training 7, no. 1 (April 29, 2020): 45–66. http://dx.doi.org/10.13152/10.13152/ijrvet.7.1.3.
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Context: The processes of acquiring education in jewellery in Ghana has been dominated by the informal apprenticeship system and it forms the backbone of the workforce of the jewellery industry in Ghana. However, the patronage of informal jewellery apprenticeship in Ghana in recent times has been on decline even though it has the potential of training human resources to transform Ghana’s precious mineral resources sector.This is based on the belief that jewellery trade and its training are shrouded in secrecy, in other words, the jewellery trade is considered to be a sacred profession where information on its operating systems are not allowed to be shared easily. It is believed to be associated with cult and magic, hence the reluctant to admit people who are from outside the family of particular jewellery enterprise. This study is sought to bring to fore the understanding nature, processes and challenges of the informal jewellery apprenticeship in Ghana. Approach: The study adopted the descriptive and phenomenology research designs (qualitative research methods). Jewellers who own a jewellery business and who are training other people through apprenticeships as well as people who are trained are observed and interviewed. A sample size was selected through purposive and convenience sampling techniques from four jewellery enterprises in Accra, Ghana. A thematic analysis plan was adopted to generate fndings of the study. Findings: The results show that for a person to train as a jeweller, s/he has to enrol by going through induction, futhremore fees (money and perishable items) are to be paid. The training content is driven by orders received by the master jeweller, thereby making it unstructured and lacking criteria for assessing the performance and progress of apprentice jewellers. Teaching and learning methods are usually on-the-job training that rely on demonstrations and observation.Conclusion: Informal jewellery apprenticeship in Ghana uses a fexible, cost-efective approach for transferring jewellery making skills from masters to apprentice jewellers, and it has substantial potential for improving skills training in the country. Sometimes the reluctant of some jeweller to train others is to keep the trade to family members only.
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Baidoo, Mohammed Kwaku, Akosua Tachie-Menson, Nana Ama Pokua Arthur, and Eric Appau Asante. "Understanding informal jewellery apprenticeship in Ghana: Nature, processes and challanges." International Journal for Research in Vocational Education and Training 7, no. 1 (April 29, 2020): 45–66. http://dx.doi.org/10.13152/ijrvet.7.1.3.
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Context: The processes of acquiring education in jewellery in Ghana has been dominated by the informal apprenticeship system and it forms the backbone of the workforce of the jewellery industry in Ghana. However, the patronage of informal jewellery apprenticeship in Ghana in recent times has been on decline even though it has the potential of training human resources to transform Ghana’s precious mineral resources sector.This is based on the belief that jewellery trade and its training are shrouded in secrecy, in other words, the jewellery trade is considered to be a sacred profession where information on its operating systems are not allowed to be shared easily. It is believed to be associated with cult and magic, hence the reluctant to admit people who are from outside the family of particular jewellery enterprise. This study is sought to bring to fore the understanding nature, processes and challenges of the informal jewellery apprenticeship in Ghana. Approach: The study adopted the descriptive and phenomenology research designs (qualitative research methods). Jewellers who own a jewellery business and who are training other people through apprenticeships as well as people who are trained are observed and interviewed. A sample size was selected through purposive and convenience sampling techniques from four jewellery enterprises in Accra, Ghana. A thematic analysis plan was adopted to generate fndings of the study. Findings: The results show that for a person to train as a jeweller, s/he has to enrol by going through induction, futhremore fees (money and perishable items) are to be paid. The training content is driven by orders received by the master jeweller, thereby making it unstructured and lacking criteria for assessing the performance and progress of apprentice jewellers. Teaching and learning methods are usually on-the-job training that rely on demonstrations and observation.Conclusion: Informal jewellery apprenticeship in Ghana uses a fexible, cost-efective approach for transferring jewellery making skills from masters to apprentice jewellers, and it has substantial potential for improving skills training in the country. Sometimes the reluctant of some jeweller to train others is to keep the trade to family members only.
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Børgesen, Kenneth, Rikke Kirstine Nielsen, and Thomas Duus Henriksen. "Exploiting formal, non-formal and informal learning when using business games in leadership education." Development and Learning in Organizations: An International Journal 30, no. 6 (November 7, 2016): 16–19. http://dx.doi.org/10.1108/dlo-06-2016-0046.
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Purpose This paper aims to address the necessity of allowing non-formal and informal processes to unfold when using business games for leadership development. While games and simulations have long been used in management training and leadership development, emphasis has been placed on the formal parts of the process and especially on the gaming experience. Design/methodology/approach This paper is based on a qualitative study of a French management game on change management, in which the game-based learning process is examined in light of adult learning. Findings This paper concludes that less formal dialogues that stem from formal activities make important contributions to the learning process. Consequently, the use of business games in leadership development should be didactically designed to facilitate such dialogues. While playing the game takes center stage, activities such as theory presentations, reflective processes, and less formal discussions must be allowed a place in an otherwise crammed learning process and to take up that space at the cost of playing the game. Research limitations/implications As the study is based on a qualitative assessment, the impact of the different parts of the process is not assessed. Practical implications This paper suggests that the use of business games in leadership development should focus more on the processes and activities surrounding the game rather than narrowly focusing on the game. Originality/value This paper suggests a novel approach to using business games that is not aligned with the current practice of emphasizing the game as the focal point of the process.
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Wridt, Pamela. "The Worlds of Girls and Boys: Geographic Experience and Informal Learning Opportunities." Journal of Geography 98, no. 6 (November 1999): 253–64. http://dx.doi.org/10.1080/00221349908978939.
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De Simone, Giuseppe, Diana Carmela Di Gennaro, and Riccardo Fragnito. "An Enactivist Approach to Web-based Learning." International Journal of Digital Literacy and Digital Competence 6, no. 2 (April 2015): 64–74. http://dx.doi.org/10.4018/ijdldc.2015040104.
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In the Web-based learning era, the possibility to use the online network for learning activities, studies and research has brought about a revolution in the educational processes and the emergence of a new culture characterized by the idea that knowledge is not closed and defined, but open and accessible to all. Within a perspective in which knowledge is generated by the interaction of the individual with the environment, the socio-constructivist approach paved the way to new theoretical frameworks that, starting from the social dimension of learning, acknowledge and embrace the biological aspects of learning processes, thus offering interesting reflections on the web-learning phenomenon. Stemming from these assumptions, LiveCampus was created; a social learning environment aimed at fostering a synergistic integration between the dimensions of formal and informal knowledge.
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Warner, Linda Claire, Pirita Seitamaa-Hakkarainen, and Kai Hakkarainen. "Kōmako Quilters’ informal learning and the collective zone of proximal development: The ‘5x5 quilt’ project." Journal of Arts & Communities 10, no. 1-2 (March 1, 2020): 67–82. http://dx.doi.org/10.1386/jaac_00006_1.
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This article discusses the informal learning processes of a quilting community, located in Aotearoa New Zealand, as participants engage in a collaborative textile project. Few studies have investigated everyday quilters’ collective learning processes, even though communal quiltmaking has been undertaken over the centuries. The concept of zone of proximal development (zpd) is extended as a ‘collective zone of proximal development’ where people are doing something together. This ethnographic study views quiltmaking as a sociocultural activity, and emphasizes the situated nature of knowing within a community-based setting. Research methods reveal the explicit and tacit dimensions of the quilters’ meaning making. During the fieldwork, flexibility and reflexivity are required to overcome ethical issues as they arise. The guided participation is revealed through the quilters’ interactions as they participated in their collaborative activity. Learning sequences present episodic details of the way these interactions are constructed and developed. The quilters actively seek to increase opportunities for learning and for sharing skills and knowledge through participation partnerships involving multi-way collaborations.
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Dijkstra, Anne. "Analysing Dutch Science Cafés to better understand the science-society relationship." Journal of Science Communication 16, no. 01 (January 23, 2017): A03. http://dx.doi.org/10.22323/2.16010203.
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Science cafés offer a place for information and discussion for all who are interested in science and its broader implications for society. In this paper, science cafés are explored as a means of informal science dialogue in order to gain more understanding of the science-society relationship. Perspectives of visitors, organisers and moderators of science cafés were analysed. Findings show that science cafés stimulate discussion and engagement via informal learning processes. Visitors come to broaden their knowledge in an informal ambiance. Organisers and moderators hope to enhance understanding of science and confidence of people to participate in debates.
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Gielen, Patricia M., Aimée Hoeve, and Loek F. M. Nieuwenhuis. "Learning Entrepreneurs: Learning and Innovation in Small Companies." European Educational Research Journal 2, no. 1 (March 2003): 90–106. http://dx.doi.org/10.2304/eerj.2003.2.1.13.
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This article concerns agricultural entrepreneurs involved in organising their learning so as to develop innovative and learning enterprises. In hi-tech sectors, such as Dutch agriculture, this learning and innovative capacity is particularly essential for economic survival. Reviewing the literature, we conclude that innovation can be seen as informal learning processes, in which social networks play an important role. Workers learn by sharing knowledge in the working team and employers learn by creating networks of colleagues and advisers. The results of two research projects suggest that interactive learning and innovation should be analysed from a perspective of uncertainty. Learning skills for interactive innovation, as part of the entrepreneurial craft, should comprise the capability of selecting impulses and combining newly selected impulses with existing skills and routines. Paradoxically, they need new impulses from weak, unknown networks to be continuously innovative. Innovative learning involves balancing the chaos of uncertainty with the old grooves of experience. Knowing how to escape this paradox forms the core competence of innovative entrepreneurship.
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Bird, Lyndsay. "Learning about War and Peace in the Great Lakes Region of Africa." Research in Comparative and International Education 2, no. 3 (September 2007): 176–90. http://dx.doi.org/10.2304/rcie.2007.2.3.176.
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Two-thirds of the world's conflicts are in Africa. In particular, the Great Lakes region (Rwanda, Burundi, Democratic Republic of Congo, Uganda and Tanzania) continues to see conflicts that are complex, extreme and seemingly intractable. By exploring the narrative experiences of those most affected by the conflicts in the region – specifically refugees from Burundi, the Democratic Republic of Congo and Rwanda living in camps in north-western Tanzania – this article examines to what extent educative processes (holistic formal and informal learning processes) affect people's experience and engagement in violent conflict. The article draws on the author's research that identified different information circuits by which people learned about conflict. In opposition to the common perception that formal schooling effects change, the findings indicated that the primary mechanisms were oral/aural, such as gossip, traditional storytelling and radio. Individual and collective identities were constructed through this process and the research identified how identities could be shifted through different formal and informal educative processes – often through indoctrination or coercion. This article concludes with an indication of alternative strategies for conflict prevention and peacebuilding (particularly within a refugee or similar context). Efforts at peacebuilding continue to falter in the region and this illustrates the need to construct a more inclusive peacemaking process, taking into account the insights and values of those most affected.