To see the other types of publications on this topic, follow the link: Informal learning strategies.
Journal articles on the topic 'Informal learning strategies'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Informal learning strategies.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Kortsch, Timo, Eva-Maria Schulte, and Simone Kauffeld. "Learning @ work: informal learning strategies of German craft workers." European Journal of Training and Development 43, no. 5/6 (July 1, 2019): 418–34. http://dx.doi.org/10.1108/ejtd-06-2018-0052.
Full textAbstract:
Purpose In competitive labor markets, promoting employees’ learning becomes a key challenge for companies. However, in small German craft companies, employee development is always connected with worries about employee turnover. This study aims to investigate the current informal learning strategies of craft workers and how they use the strategies, the effect of learning on employees’ internal and external marketability and beneficial workplace characteristics (autonomy, feedback). Design/methodology/approach An online prestudy (N = 131) explored current informal learning strategies. In the main study (N = 526), cluster analysis was applied to identify patterns of informal learning strategies. The relations of these patterns to workplace characteristics and marketability were investigated. Findings Four informal learning strategies were found (informal learning from oneself, from others, from other sources and from new media). Craft workers used combinations of the strategies (i.e. patterns): three learning patterns (balanced high, person-oriented and balanced low) differed in intensity and combination with the learning strategy use. More intense learning patterns were positively related to internal marketability but were not related to external marketability. Higher autonomy and feedback availability were related to higher learning engagement. Research limitations/implications Studies should have a broader view of informal learning strategies concerning different learning patterns. The use of new media is a learning strategy that might increase in the future. Practical implications Craft companies could promote different informal learning strategies without worries about employee turnover. Originality/value The study reveals how German small- and medium-sized enterprise employees use informal learning strategies in digitalized times and how human resources development can use informal learning strategies.
2
Levinsen, Karin Tweddell, and Birgitte Holm Sørensen. "Formalized Informal Learning." International Journal of Digital Literacy and Digital Competence 2, no. 1 (January 2011): 7–26. http://dx.doi.org/10.4018/jdldc.2011010102.
Full textAbstract:
Longitudinal research projects into social practices are both subject to and capture changes in society, meaning that research is conducted in a fluid context and that new research questions appear during the project’s life cycle. In the present study emerging new performances and uses of ICT are examined and the relation between network society competences, learners’ informal learning strategies and ICT in formalized school settings over time is studied. The authors find that aspects of ICT like multimodality, intuitive interaction design and instant feedback invites an informal bricoleur approach. When integrated into certain designs for teaching and learning, this allows for Formalized Informal Learning and support is found for network society competences building.
3
Morales Ramos, Soledad, Magela Cabrera Castiglioni, and Gabriela Rodríguez. "Informal learning strategies for transmedia skills in adolescents in Uruguay." Comunicación y Sociedad, no. 33 (September 1, 2018): 65–88. http://dx.doi.org/10.32870/cys.v0i33.7007.
Full text
4
Federman, Jessica E. "Regulatory focus and learning." European Journal of Training and Development 44, no. 4/5 (February 5, 2020): 425–47. http://dx.doi.org/10.1108/ejtd-09-2019-0164.
Full textAbstract:
Purpose The purpose of this study is to understand how regulatory focus influences informal learning behaviors. A growing body of research indicates that regulatory focus has significant consequences for goal pursuit in the workplace, yet it has not been readily studied or applied to the field of human resource management (Johnson et al., 2015). This is one of the few studies to examine the relationship between informal learning and regulatory focus theory that can be applied to the training and development field. Design/methodology/approach Using a qualitative research design, a semi-structured interview was used to increase the comparability of participant responses. Questions were asked in an open-ended manner, allowing for a structured approach for collecting information yet providing flexibility for the sake of gaining more in-depth responses. An interview guideline was used to standardize the questions and ensure similar kinds of information were obtained across participants. A typological analytic approach (Lincoln and Guba, 1985) was used to analyze the data. Findings In a sample of 16 working adults, (44% female and 56% male), participants who were identified as having either a promotion- or prevention-focus orientation were interviewed about types of informal learning strategies they used. The results revealed that performance success and failure have differential effects on learning behaviors for prevention and promotion-focus systems. Stress and errors motivate informal learning for the prevention-focus system, whereas positive affect motivates informal learning for the promotion-focus system. Prevention-focus participants articulated greater use of vicarious learning, reflective thinking and feedback-seeking as methods of informal learning. Promotion-focus participants articulated greater use of experimentation methods of informal learning. Originality/value This study provides an in-depth understanding of how regulatory focus influences informal learning. Few studies have considered how regulatory focus promotes distinct strategies and inclinations toward using informal learning. Performance success and failure have differential effects on informal learning behaviors for regulatory promotion and prevention systems. This has theoretical and practical implications in consideration of why employees engage in informal learning, and the tactics and strategies they use for learning.
5
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.
Full textAbstract:
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.
6
Rodriguez-Gomez, David, Georgeta Ion, Cristina Mercader, and Saida López-Crespo. "Factors promoting informal and formal learning strategies among school leaders." Studies in Continuing Education 42, no. 2 (April 6, 2019): 240–55. http://dx.doi.org/10.1080/0158037x.2019.1600492.
Full text
7
Hess, Juliet. "Finding the “both/and”: Balancing informal and formal music learning." International Journal of Music Education 38, no. 3 (April 22, 2020): 441–55. http://dx.doi.org/10.1177/0255761420917226.
Full textAbstract:
This article explores the informal and formal learning experiences of 20 activist-musicians. Multiple activist-musicians utilized the informal learning strategies Green identifies. More than half of the participants, however, bemoaned the lack of more formal music education. They noted that they valued informal musical learning practices and also wished that they had experienced more of a balance between formal and informal music learning strategies in their music education. Many of the participants identified as being self-taught. In interviews, they shared ideas about teaching themselves and “figuring things out” musically. They discussed both wanting to move away from theory and needing theory. They further preferred a structured approach to education before moving to a more “free” pedagogy. Ultimately, they noted that the human relationships intrinsic to musicking may transcend the need for “training.” This article concludes by exploring implications of implementing a balance between formal and informal learning for K-12 schooling and teacher education.
8
DONATO, ANTONELLA, HELGA CRISTINA HEDLER, and FRANCISCO ANTONIO COELHO JUNIOR. "INFORMAL LEARNING EXERCISE FOR TIC PROFESSIONALS: A STUDY AT THE SUPERIOR MILITARY COURT." RAM. Revista de Administração Mackenzie 18, no. 1 (February 2017): 66–95. http://dx.doi.org/10.1590/1678-69712017/administracao.v18n1p66-95.
Full textAbstract:
ABSTRACT Purpose: Describe the informal learning strategies used by the IT and Communication professionals (TIC) of the Superior Military Court (STM), discussing their importance for professional development and labor skills related to the maximization of the results of human performance. Originality/gap/relevance/implications: The research proved the differences in the use of the learning strategies among the TIC professionals and made it possible to capture the meaning of informal learning by professionals. Key methodology aspects: The mixed methodology was applied and a questionnaire was created based on the studies of Camillis and Antonello (2010), Antonello (2011b), Pantoja and Borges-Andrade (2009), Lohman (2009), Berg and Chyung (2008) and Cunningham and Hillier (2013). Descriptive statistical analyses for quantitative data and thematic and categorical analyses were made for the content of the open answers. Summary of key results: Five categories of informal learning were identified: interpersonal relationships; work practices; sharing knowledge; unsystematic training and autonomous. Informal learning depends on: 1. interpersonal relationships, 2. plan for work practices, 3. sharing the knowledge, and 4. autodidactism. Some factors were considered facilitators and/or inhibitors and favorable and/or unfavorable to informal learning. Key considerations/conclusion: The professionals describe informal learning as something difficult to prove and that the same thing happens through practice and the exercise of their skills. For future research, it was suggested the following: 1. analyze the influence of environment variables when employing the use of informal strategies of learning; 2. relate the learning of TIC professionals to the initiatives of knowledge management in the Organization; and 3. observe the role of leadership in the process of informal learning among professionals.
9
Chen, Baiyun, and Thomas Bryer. "Investigating instructional strategies for using social media in formal and informal learning." International Review of Research in Open and Distributed Learning 13, no. 1 (January 31, 2012): 87. http://dx.doi.org/10.19173/irrodl.v13i1.1027.
Full textAbstract:
Despite the high popularity of personal use of online social media, a low percentage of students and instructors use them for educational purposes. This qualitative study explores the use of social media among faculty in the discipline of public administration in the United States. Eight instructors participated in telephone interviews about their experiences and perceptions of using social media for teaching and learning. Instructors perceive that informal learning using social media could be facilitated by instructors and integrated into formal learning environments for enriched discussions, increased engagement, and broad connections. This study provides qualitative empirical support for social learning theories while offering strategies for and examples of how social media can be used to connect formal and informal learning.
10
Yen, Cherng-Jyh, Chih-Hsiung Tu, Laura E. Sujo-Montes, Hoda Harati, and Claudia R. Rodas. "Using Personal Learning Environment (PLE) Management to Support Digital Lifelong Learning." International Journal of Online Pedagogy and Course Design 9, no. 3 (July 2019): 13–31. http://dx.doi.org/10.4018/ijopcd.2019070102.
Full textAbstract:
Personal Learning Environment is a promising pedagogical approach to integrate formal and informal learning in social media and support student self-regulated learning. The use of PLEs to support lifelong learning can be expanded to the formal, non-formal, or informal learning environments. This study empirically examined how PLE management predicted the use of PLE to support three types of lifelong learning (i.e., formal, non-formal, or informal learning). This study concluded that PLE management was predictive of each type of learning respectively. PLE is not only a technical platform but also a new digital learning literacy, conceptual space, pedagogical process, and social networks that enable and support learners to achieve their lifelong learning goals. While Open Educational Resources (OERs) are perceived as a solution for social justice in digital lifelong learning, PLE and Open Network Learning Environment are identified as the key pedagogy and instructional strategies to empower learners gaining network-learning literacy and becoming competent digital lifelong learners.
11
Mok, Annie O. "Informal learning: A lived experience in a university musicianship class." British Journal of Music Education 34, no. 2 (March 13, 2017): 169–88. http://dx.doi.org/10.1017/s0265051716000498.
Full textAbstract:
This study investigates how a class of university music students who engaged in a ‘lived’ experience of informal learning adopted methods and strategies to complete a self-learning ‘aural copying’ performance assignment in a musicianship class in Hong Kong. Data were collected from observations of the performances and the students’ written reflections. The findings showed that they used the methods of intensive listening, using technology, and collaborative learning, as well as the strategies of putting their knowledge of music theory into practice, substitution of instruments, and learning a new instrument in order to emulate the sounds of various instruments. They found this an interesting task that gave them opportunities to improve their musicianship, and they became more sensitive to different voice parts.
12
Relkin, Emily, Madhu Govind, Jaclyn Tsiang, and Marina Bers. "How Parents Support Children’s Informal Learning Experiences with Robots." Journal of Research in STEM Education 6, no. 1 (June 30, 2020): 39–51. http://dx.doi.org/10.51355/jstem.2020.87.
Full textAbstract:
Coding and robotic technologies are becoming more prominent in early childhood STEM education. Parents, who are key facilitators of children’s early educational experiences, are increasingly invited to engage with their children in collaborative robotics activities. Few studies have focused on the ways in which parents support young children’s informal learning experiences involving robots. This paper presents two different approaches to exploring how parents support young children’s engagement. Both studies involve KIBO, a screen-free robot programmed with tangible wooden blocks. The first approach brought together children ages 5-7 with their parents in small groups for 1-2-hour “KIBO Family Day” workshops. Findings from parent surveys (N = 51) indicated that these workshops significantly enhanced families’ interest in coding. Parents also reported engaging as coaches, whereas children engaged as playmates and planners. To further explore the role of parents as coaches, three parent-child dyads were invited to participate in a 20-minute videotaped KIBO play session. Findings indicated that parents predominantly used cognitive scaffolding strategies, such as asking questions, offering suggestions, and verbally acknowledging their child’s actions. Affective and technical scaffolding strategies were used less frequently. Study limitations and implications for practice and future research are discussed.
13
Robinson, Tim. "Popular musicians and instrumental teachers: the influence of informal learning on teaching strategies." British Journal of Music Education 29, no. 3 (July 2, 2012): 359–70. http://dx.doi.org/10.1017/s0265051712000162.
Full textAbstract:
This article explores the relationship between how popular musicians learn and how they subsequently teach, and considers the extent to which they incorporate their own informal learning practices into their work as teachers. A group of eight UK teachers was recruited and data collection, involving interviews and lesson observations, took place between January 2006 and December 2008. Findings are reported here in relation to two teachers in particular, whose learning histories were similar but whose teaching practices were very different. The ways they valued the results of their informal learning practices seemed to determine the extent to which they sought to replicate them in their teaching. There is evidence for the significance of learning histories, and implications for training and professional development.
14
Verloo, Nanke. "Learning from informality? Rethinking the mismatch between formal policy strategies and informal tactics of citizenship." Current Sociology 65, no. 2 (September 24, 2016): 167–81. http://dx.doi.org/10.1177/0011392116657287.
Full textAbstract:
Democratic governance is increasingly focused on active citizenship. Governments in the Global North seek to make residents responsible for improving their communities. Democracy, however, is not solely experienced in abstract terms, it also materializes through more informal everyday interactions with public officials. This article explores the significance of routine and performative street-level encounters that shape people’s experience of belonging or exclusion in a democratic state through a methodology of narrative mapping. Two ethnographic vignettes reveal the disjuncture between formal policy strategies that seek to foster citizenship and residents’ informal tactics to perform citizenship in an urban neighborhood in the Netherlands. The article underscores a paradox: the fact that formal strategies can inadvertently disrupt informal citizenship tactics, and thereby undermine the goals of an inclusive project.
15
Riera Claret, Carlota, Miguel Ángel Sahagún, and Clara Selva. "Peer and informal learning among hospital doctors." Journal of Workplace Learning 32, no. 4 (April 13, 2020): 285–301. http://dx.doi.org/10.1108/jwl-11-2018-0141.
Full textAbstract:
Purpose The purpose of this paper is to analyse everyday interactions in a workplace from the point of view of organisational learning, informal learning and peer learning, as well as the possible relationships that can be established between all three. Design/methodology/approach Insights from nine months of ethnographic study provided an operational definition of equality in an organisation, a better understanding of interactions and informal learning between peers, and about psycho-social determining factors or contexts that favour the exchange of knowledge in an organisation. Findings The findings demonstrate the importance of articulating the three elements (organisational learning, informal learning and peer learning) in a joint interpretative framework. With the results generated, it is proposed to move away from the traditional organisational learning based on knowledge and know-how, to a new perspective focused on sharing and participatory opportunities. In other words, without opportunities to participate, without the support and equal access, the fostering of informal learning can be debatable in terms of democracy. Originality/value The results bring the authors closer to being able to design workplace learning strategies that carefully includes the value of participation opportunities and the influence of a dynamic concept of equality. The ethnography in a hospital setting has allowed the authors to gain a better understanding of the contribution of informal learning to the organisation. The focus on the social context and the roles of relationships in informal learning offers new insights into a complex phenomenon.
16
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.
Full textAbstract:
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.
17
Richter, Svenja, Timo Kortsch, and Simone Kauffeld. "Understanding learning spillover: the major role of reflection in the formal–informal learning interaction within different cultural value settings." Journal of Workplace Learning 32, no. 7 (September 21, 2020): 513–32. http://dx.doi.org/10.1108/jwl-01-2020-0008.
Full textAbstract:
Purpose This study uses a holistic approach to learning at work to examine the role of reflection in the formal–informal learning interaction. The purpose of this study is to investigate how the reflection on a formal training affects the subsequent informal learning activities. This study also aims to provide insights into the effects of national culture values (in terms of uncertainty avoidance) on learning in the context of a globalized world of work. Design/methodology/approach In a longitudinal study, 444 employees working for a global acting automotive company located in 6 countries were surveyed 2 times (4–6 weeks between both measurements). Participants reflected on a training they participated in (t1: satisfaction and utility) and indicated their informal learning activities (t2). Structural equation modelling was used to investigate the effect of the reflection of training (t1) on the proceeding use of informal learning strategies (t2) and how uncertainty avoidance affects the use of different learning forms. Findings Results show a spillover effect: when employees reflect a formal training and rate it as satisfying, more use of informal learning proceeds. No effects were found for utility. Uncertainty avoidance had direct effects: high uncertainty avoidance results in better evaluations and more informal learning. Furthermore, uncertainty avoidance had an indirect effect on informal learning via reflection. Originality/value To the best of the authors’ knowledge, this study is the first to investigate the formal–informal learning interaction longitudinally and to introduce reflection as a mediator within this process. Furthermore, the study provides evidence that uncertainty avoidance is an important factor for formal and informal learning in the globalized world of work.
18
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.
Full textAbstract:
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.
19
Syahir, Abdul Wahab, Mohamad Hisyam Selamat, Ram Al-Jaffri Saad, and Mohd Amir Mat. "Relationship between Situational Inhibitors and Informal Learning amongst Accountants." Journal of Accounting and Finance in Emerging Economies 3, no. 2 (June 30, 2017): 179–85. http://dx.doi.org/10.26710/jafee.v3i2.78.
Full textAbstract:
Purpose: Informal learning activities are important for chartered accountants in public accounting firms to develop and maintain knowledge and skills within the professional environment. However, recent evidence indicates that situational inhibitors to the learning exist in their working environment. Thus, the objective of this research is to examine the relationship between situational inhibitors and informal learning activities amongst the accountants.
Design/Methodology/Approach: A total of 260 chartered accountants in the firms across Malaysia participated in this study. The data of the study was collected through mail survey approach and analysed using correlation analysis.
Findings: The findings indicated that lack of time and lack of support from others inhibited the accountants' informal workplace learning activities. The evidence suggests that accountants who face these two constraints at the workplace, would be less likely to engage in informal learning activities.
Implications/Originality/Value: This study adds to previous literature by testing the relationship between situational inhibitors and the accountants' informal learning activities. Practically, the research findings are critical for accounting profession in developing appropriate strategies to overcome the identified problems.
20
O'Hagan, Celia, Gerry McAleavy, and John Storan. "Recognising Prior Learning: Investigating the Future of Informal Learning, a Northern Ireland Study." Journal of Adult and Continuing Education 11, no. 1 (May 2005): 29–42. http://dx.doi.org/10.7227/jace.11.1.4.
Full textAbstract:
Credit accumulation and transfer schemes (CATS) have developed as a means to facilitate access and the recognition and development of formal learning experiences across educational sectors and providers. Modularisation and credit developments have significantly affected the provision of formal learning opportunities over the last three decades. Recognition of experiential learning and the needs of adult students continues to develop. Institutions continue to expound the need for robust provision for accreditation of prior learning in terms of a valued and academically transferable entitlement for experienced learners, but travelling the pathway toward accreditation is still an obscure and uncertain process for learners. New and engaging procedures for the advancement of experienced students have been developed, including access initiatives, strategies for more effective learner support, inclusive curriculum practices and enhanced learning resource capabilities. Why then do we find institutions remaining with limited Accreditation of Prior Experiential Learning (APEL) capabilities? This paper begins by examining the underlying concepts of a credit-based learning culture from the perspective of policy, whilst exploring the educational models linked to APEL and the debate behind the value of informal learning and the process of attaining recognition. The main finding of the Northern Ireland study, as part of a European study, suggests that existing mediums for APEL have, to date, inspired a sense of renewed thinking but that institutional strategies for increased participation have not always addressed adult educational needs appropriately. This paper, based on research at the University of Ulster and project partners, will investigate the obstacles that remain some twenty years after the access movement of the 1980s.
21
Wu, Xianfeng, Zhipeng Kou, Philip Oldfield, Tim Heath, and Katharina Borsi. "Informal Learning Spaces in Higher Education: Student Preferences and Activities." Buildings 11, no. 6 (June 11, 2021): 252. http://dx.doi.org/10.3390/buildings11060252.
Full textAbstract:
Informal learning spaces play a significant role in enriching student experiences in learning environments. Such spaces are becoming more common, resulting in a change to the spatial configuration of built environments in higher education. However, previous research lacks methods to evaluate the influence of the spatial design characteristics of informal learning spaces on student preferences and their activities within. This paper aims to tease out the spatial design characteristics of informal learning spaces to examine how they shape students’ preferences in terms of their use of the spaces and what they do within them. The two case studies selected for this study, both in the UK, are the Diamond at the University of Sheffield, and the Newton at Nottingham Trent University. A mixed-methods study is applied, including questionnaires, observation, interviews, and focus groups. Six significant design characteristics (comfort, flexibility, functionality, spatial hierarchy, openness, and other support facilities) that influence student use of informal learning environments are identified. These can be used to inform future design strategies for other informal learning spaces in higher education.
22
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.
Full textAbstract:
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.
23
King, Kathleen P. "Impact of Podcasts as Professional Learning." International Journal of Information Communication Technologies and Human Development 2, no. 4 (October 2010): 55–67. http://dx.doi.org/10.4018/jicthd.2010100105.
Full textAbstract:
Until now, research on podcasting in education mostly examined teacher created podcasts in K-12 and higher education. This paper explores podcasts in professional learning across several genres of podcasts. Using a popular typology of podcasts, teacher created, student created and professional development podcasts (King & Gura, 2007), this paper compares, contrasts and reveals the potential of multiple educational contexts and instructional strategies, formative instructional design, interdisciplinary strategies, formal and informal learning, and effective uses of data gathering methods. The significance of the study extends from not only the extensive reach of the data gathering and production, but also the robust research model, formative and dynamic instructional design for staff development and recommendations for podcasting research strategies.
24
Hewitt, Donna. "Constructing Informal Experiences in the Elementary General Music Classroom." Music Educators Journal 104, no. 3 (March 2018): 46–53. http://dx.doi.org/10.1177/0027432117745361.
Full textAbstract:
Children often spontaneously yet purposefully sing songs or create rhythms outside the formal classroom setting to reflect the ways in which they naturally engage with music. Researchers have studied these informal music learning practices to incorporate these experiences into the classroom to offer lessons that are engaging and better reflective of children’s out-of-school musical worlds. This article offers strategies for teachers to incorporate these practices into an upper elementary general music classroom through combining elements of constructivism and the research of Lucy Green on informal music learning and popular musicians. Informal music learning offers another way of thinking about music learning and providing joyful and meaningful music-making experiences in the classroom.
25
Feng, Shihui, Liaquat Hossain, and Douglas Paton. "Harnessing informal education for community resilience." Disaster Prevention and Management 27, no. 1 (February 5, 2018): 43–59. http://dx.doi.org/10.1108/dpm-07-2017-0157.
Full textAbstract:
Purpose Disaster education is considered as a newly emerging area of research and practice, which promotes community-based educational approaches for building resilience. Given the atypical nature of these disturbances, people and communities need to develop the knowledge required to anticipate and understand what they could have to contend with and proactively develop strategies that can minimize their risk and afford ways to cope with and adapt to adverse situations in an effective manner. The purpose of this paper is to suggest that informal education resulting from daily activities related to work, family life, or leisure can be harnessed to develop disaster resilience within community settings. Design/methodology/approach This conceptual paper provides the discussion and synthesis of literature covering community resilience, disaster risk reduction (DRR) and informal education. In doing so, this study proposes a conceptual framework and implementation strategies for harnessing informal education in building community resilience. Findings To harness informal disaster education for community resilience, the authors suggest a conceptual framework and four implementation strategies with the corresponding implications: cultivate social environment for conversations, discussions, reflections and learning; design social activities for promoting and encouraging informal learning; appropriate interventions by informal educators in social activities; and transparent resources and channels for information and social supports. A compilation of a number of community-based DRR practices involving civil society organizations has been incorporated in the proposed framework for exemplifying informal disaster education for community resilience. Originality/value Promoting informal education in community settings is aimed at building community resilience in a collective way, which is especially important in disaster-prone areas. Informal education for community resilience not only educates individuals how to deal with disasters, but also connects individuals together to be more resilient in their ability to cope or bounce back from adverse events in their life.
26
Chen, Wang-Kun, Yih-Ruey Juang, Sheng-Hua Chang, and Ping Wang. "Informal Education of Energy Conservation." International Journal of Technology and Human Interaction 8, no. 4 (October 2012): 16–44. http://dx.doi.org/10.4018/jthi.2012100102.
Full textAbstract:
Since there is about seventy percent of population in Taiwan acquiring knowledge of energy conservation through informal education, the non-school based energy education is growing more important. In this paper a brief survey of informal education of energy conservation in Taiwan is conducted. First of all, a variety of instructional scenarios available for informal education are reviewed, including museums, communities, and many others. Secondly, the strategies to promote informal education, such as TV ads, print media advertising, network communication, speaking tour, leaflet distribution, workshop, demonstrations, eco-tour, community colleges, and prize events, are discussed based on cost-benefit analysis. Furthermore, the influence of each strategy on the population’s knowledge of energy conservation is estimated statistically. The effectiveness of different types of informal education is compared based on their economic cost, learning outcome, and acceptance rate. As a conclusion, a suggestion to improve the energy education policy is proposed. This study has been devoted to finding the curriculum theories and strategies applicable in designing curriculum for informal education, and to providing a theoretical basis on which environmental protection education curriculum can be developed.
27
Gvozdic, Katarina, and Emmanuel Sander. "Learning to be an opportunistic word problem solver: going beyond informal solving strategies." ZDM 52, no. 1 (December 12, 2019): 111–23. http://dx.doi.org/10.1007/s11858-019-01114-z.
Full text
28
Donnelly, Julie, and Florencio E. Hernández. "Fusing a reversed and informal learning scheme and space: student perceptions of active learning in physical chemistry." Chemistry Education Research and Practice 19, no. 2 (2018): 520–32. http://dx.doi.org/10.1039/c7rp00186j.
Full textAbstract:
Physical chemistry students often have negative perceptions and low expectations for success in physical chemistry, attitudes that likely affect their performance in the course. Despite the results of several studies indicating increased positive perception of physical chemistry when active learning strategies are used, a recent survey of faculty in the U.S. revealed the continued prevalence of instructor-centered approaches in physical chemistry. In order to reveal a deeper understanding of student experiences in an active learning physical chemistry course, we present a phenomenological study of students’ perceptions of physical chemistry when the course is completely redesigned using active learning strategies. Using the flipped classroom, an active learning space, cooperative learning, and alternative assessments, we emphasized fundamental concepts and encouraged students to take responsibility for their learning. Based on open-ended surveys and interviews with students, we found that students struggled with the transition, but had some significant positive perceptions of the approach. This is in agreement with previous studies of physical chemistry courses in which cooperative learning was the focus. As part of a larger study of the effectiveness of this course redesign, we show how students perceive the effectiveness of these strategies and how they react to them. In addition, we discuss the implications of these findings for the active learning physical chemistry classroom.
29
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.
Full textAbstract:
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.
30
Kwon, Kibum, and Daeyeon Cho. "Developing Trainers for a Changing Business Environment: The Role of Informal Learning in Career Development." Journal of Career Development 47, no. 3 (September 12, 2017): 310–27. http://dx.doi.org/10.1177/0894845317730641.
Full textAbstract:
The purpose of this study is to explore the relationship among skill variety, autonomy, and job involvement with the mediating effect of informal learning in the South Korean business context. This study adopts a cross-sectional survey-based research design, drawing on the responses of 226 South Korean trainers to a survey regarding their facilitation experiences. Structural equation modeling is used in order to examine the influential relationship among the research variables. The results suggest that trainers exhibit higher levels of job involvement when they possess significant skill variety and high levels of autonomy and informal learning. Moreover, informal learning is shown to mediate the relationship between the job characteristics and job involvement. Recent changes in the knowledge economy have required professional trainers to expand their capabilities to lead organizations in the execution of business strategies. This study highlights the importance of informal learning to the trainers’ professional and career advancement.
31
Alm, Antonie. "Language learning with Netflix: from extensive to intra-formal learning." EuroCALL Review 29, no. 1 (April 20, 2021): 81. http://dx.doi.org/10.4995/eurocall.2021.14276.
Full textAbstract:
<p>This article introduces the concept of intra-formal learning. Building on approaches to extended learning (in reading, listening and viewing) it suggests that instead of extending learning from formal into personal learning spaces, learners should be encouraged to draw on informal learning experiences to extend learning opportunities in formal settings. The concept is illustrated through extended viewing. With the emergence of Netflix as a global provider of international and multi-lingual TV, language learners have unprecedented access to second language video. Mainstream media has picked up on the opportunities of this resource for language learning, as have many informal language learners who share their experiences on social media. The pilot study presented in this article examines the viewing behaviour of 12 intermediate German language students who engaged in out-of-class viewing of self-selected German TV series over a period of three weeks. Drawing parallels between principles of extensive learning and emerging patterns from the data analysis of the participants’ reflective blog entries, the findings suggest that the principles of variety and frequency apply similarly to extensive and intra-formal learning, and that appropriate use of learning strategies develop through reflective viewing.</p>
32
Costa-Sánchez, Carmen, and Mar Guerrero-Pico. "What Is WhatsApp for? Developing Transmedia Skills and Informal Learning Strategies Through the Use of WhatsApp—A Case Study With Teenagers From Spain." Social Media + Society 6, no. 3 (July 2020): 205630512094288. http://dx.doi.org/10.1177/2056305120942886.
Full textAbstract:
Smartphones and WhatsApp are, respectively, the medium and application that Spanish teenagers most want. However, research into the use of WhatsApp is still quantitatively and qualitatively limited. In addition, little research has been carried out regarding its impact on the development of transmedia skills and informal learning strategies outside the classroom. This article aims to expand the knowledge on teenagers’ motivations and their development of transmedia skills and informal learning strategies in relation to their use of WhatsApp. Specifically, a qualitative analysis of data gathered from workshops, interviews, and media diaries is applied as part of a case study methodology involving teenagers from 10 schools located in five different Spanish regions. The results reveal the new WhatsApp uses teenagers are applying in their daily lives as well as the skills and strategies they are developing through said uses in the context of interpersonal and group (WhatsApp groups) interactions: on one hand, production, social, content, and individual management skills, and on the other hand, learning by doing, teaching, and evaluating strategies.
33
Hunt, Jessica H., and Susan B. Empson. "Exploratory Study of Informal Strategies for Equal Sharing Problems of Students With Learning Disabilities." Learning Disability Quarterly 38, no. 4 (October 16, 2014): 208–20. http://dx.doi.org/10.1177/0731948714551418.
Full text
34
Scolari, Carlos A., Maria-José Masanet, Mar Guerrero-Pico, and María-José Establés. "Transmedia literacy in the new media ecology: Teens’ transmedia skills and informal learning strategies." El Profesional de la Información 27, no. 4 (July 30, 2018): 801. http://dx.doi.org/10.3145/epi.2018.jul.09.
Full text
35
Sahin, Murat. "Contextual learning strategies in the early stages of architecture education." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (May 10, 2019): 313–20. http://dx.doi.org/10.18844/prosoc.v6i1.4183.
Full textAbstract:
The main objective of this paper is to present a series of interconnected contextual learning strategies applied in the early stages of architecture education. The study presents the design and implementation process of a term project assigned to first-year architecture students. It applied the contextual learning strategies by combining the autobiographical memory and design problem to explore unique narrative structure. This method allows for aligning multiple contexts-course content, the objective of the course, students profile, the learning environment and the basis of the design disciplines. The process was a performative one that involves storytelling, video making, quasi-research skills and informal discussions with parents and guardians to uncover and present the changing nature of the urban fabric as seen and understood by students. The results show that the students engaged and unearth various material within the contextual paradigm.
Keywords: Narrative reflection, contextual learning, alignment, architectural education.
36
Che Wan Ibrahim, Che Wan Ida Rahimah, Vaughn Prain, and Penelope Collet. "Perceived Learning Strategies of Malaysian University Students in Web 2.0-based English as a Second Language Informal Learning." GEMA Online Journal of Language Studies 14, no. 01 (February 1, 2014): 29–42. http://dx.doi.org/10.17576/gema-2014-1401-03.
Full text
37
Cormier-MacBurnie, Paulette, Wendy Doyle, Peter Mombourquette, and Jeffrey D. Young. "Canadian chefs’ workplace learning." European Journal of Training and Development 39, no. 6 (July 6, 2015): 522–37. http://dx.doi.org/10.1108/ejtd-01-2015-0003.
Full textAbstract:
Purpose – This paper aims to examine the formal and informal workplace learning of professional chefs. In particular, it considers chefs’ learning strategies and outcomes as well as the barriers to and facilitators of their workplace learning. Design/methodology/approach – The methodology is based on in-depth, face-to-face, semi-structured interviews with 12 executive chefs from a variety of restaurant types. Chefs were asked questions that focused on how they learned, the learning outcomes that they experienced and factors that inhibited or facilitated their learning. Findings – Findings suggest that the strategies, outcomes, barriers and facilitators experienced by professional chefs are similar in many respects to those of other occupational/professional groups. However, there were some important differences that highlight the context of chefs’ workplace learning. Research limitations/implications – The sample, which is relatively small and local, focuses on one city in Canada, and it is limited in its generalizability. Future research should include a national survey of professional chefs. Originality/value – Using a qualitative approach, this in-depth study adds to the literature on workplace learning, strategies, outcomes, barriers, facilitators and context factors by addressing a relatively understudied profession.
38
Peek, George S., Maria L. Roxas, and Lucia E. Peek. "Adapting Cooperative Learning Strategies to Facilitate Ethics Discus sions Using E-Mail." Business Communication Quarterly 58, no. 4 (December 1995): 3–6. http://dx.doi.org/10.1177/108056999505800401.
Full textAbstract:
This paper reports on a project in which students discussed an ethical dilemma using Internet e-mail as the medium of communication. The assignment requires both informal and formal document development in a team environment and uses cooperative learning strategies to assure full participa tion by all students. Students thus have the advantage of discussing an important current business issue, are facili tated in this discussion by the use of structured learning techniques, are required to exercise their thinking and writ ing skills in a variety of ways, and in many cases must acquire new technical and intellectual skills for communi cation across the Internet.
39
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.
Full textAbstract:
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.
40
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.
Full textAbstract:
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.
41
Papen, Uta. "Informal, incidental and ad hoc: the information-seeking and learning strategies of health care patients." Language and Education 26, no. 2 (March 2012): 105–19. http://dx.doi.org/10.1080/09500782.2011.642878.
Full text
42
Burkšaitienė, Nijolė, and Jolita Šliogerienė. "VALIDATION OF LEARNING OUTCOMES GAINED OUTSIDE ACADEMIA: A LITHUANIAN CASE OF PORTFOLIO TRAINING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2017): 397. http://dx.doi.org/10.17770/sie2017vol2.2286.
Full textAbstract:
The article reports the results of the investigation into adults’ views of the portfolio training provided to them by a university before validation of their non-formal and informal learning. This is a mixed-method investigation conducted with the participation of 70 adults with the main aim to establish effectiveness and usefulness of the portfolio training from the adults’ perspective. The research results showed that the training was effective and useful. The participants considered that due to the training their CV writing skills improved, the awareness of the process of validation of non-formal and informal learning and of the participation requirements increased, as well as the ability to develop one’s portfolio of non-formal and informal learning was developed.
The results of the participants’ feedback responses revealed five major categories of usefulness, including relevant information, abilities developed during the training, new knowledge gained during the training, the use of metacognitive strategies, and practical value of the training.
The research contributes to the literature in that it increases our understanding of what adults view as relevant with regard to institution-provided support before the validation procedure of their non-formal and informal learning, which may lead to a better mutual understanding and result in adult success.
43
Jiang, Jiahong. "An Investigation into Chinese College English Teachers' Beliefs of Students' Web-based Informal Language Learning." International Journal of Information and Communication Technology Education 12, no. 3 (July 2016): 26–37. http://dx.doi.org/10.4018/ijicte.2016070103.
Full textAbstract:
With the rapid development of information and technology, language learners have more ways to acquire the target language. Recently, WILL has gained popularity, for informal web-based learning of English has been depicted as a process driven by the purpose of communication. Thus, teachers have many challenges when teaching learners who have experienced informal online language learning. Therefore, teachers may change their teaching strategies in order to achieve their teaching effectiveness. The present study investigated 30 Chinese in-service college English teachers' beliefs of WILL in order to provide for teachers the insight into the current consciousness language teachers should have of these practices.
44
Broegaard, Rikke Brandt. "PhD supervision strategies in a cross-cultural setting: Enriching learning opportunities." Dansk Universitetspædagogisk Tidsskrift 13, no. 25 (September 27, 2018): 18–36. http://dx.doi.org/10.7146/dut.v13i25.104330.
Full textAbstract:
Recent research findings highlight the importance of supervisors’ feedback aimed at helping students how to learn by themselves to develop their thinking. Responding to the current focus on internationalization of universities, this article explores how PhD supervisors can help fostering critical thinking. Based on qualitative interviews with four African double degree doctoral students, as well as participant observation, the article highlights reflections regarding different supervisory strategies a PhD supervisor faces in a cross-cultural academic setting, and the importance of meta-communication in addressing them. Results showed that most of the students appreciated the more informal student-supervisor relationship, highlighted through collaborative fieldwork experiences, as well as the use of visual tools for stimulating creative and critical thinking. However, results also showed that a coaching supervision style was experienced as unclear and scary by one student, highlighting that the supervision process is a mutual learning process in need of recurrent adaptation.
45
Puspita, Widya Ayu. "HUMAN RESOURCE SCORECARD DALAM PENDIDIKAN NONFORMAL DAN INFORMAL." JIV 3, no. 2 (December 31, 2008): 190–97. http://dx.doi.org/10.21009/jiv.0302.10.
Full textAbstract:
Human resource scorecard is a tool to record human resource performance in a card system, by focusing on long and short term and using financial and non financial indicators. There are four perspectives in this approach, which are learning and growth, internal business process, customer and finance. Human resource scorecard is not only a tactic measurement but a strategic management to manage long term strategies. This articles discusses how human resource scorecard can be implemented in the formal and nonformal organization comprehensively to increase human resource quality and to improve education organization, so that, it can give the best service to community.
46
Schefer-Wenzl, Sigrid, and Igor Miladinovic. "A Course Design for Individualized Learning Leveraging Didactic Functions of Mobile Learning Devices." International Journal of Advanced Corporate Learning (iJAC) 10, no. 2 (November 9, 2017): 30. http://dx.doi.org/10.3991/ijac.v10i2.7352.
Full textAbstract:
Mobile computing and wireless technologies are transforming traditional educational patterns. The use of mobile devices for educational purposes led to what is known as <em>mobile learning</em>. In recent years, mobile learning strategies have been increasingly adopted in higher education. They support personalized, informal, situated, contextualized and ubiquitous learning. In practice, we have witnessed that courses in software engineering education often do not lead to the expected learning outcomes. In this paper, we will therefore present a motivating and learner-centered approach for mobile e-learning in application prototyping. We use mobile devices as key enabler serving different didactic functions in the context of learning, prototyping and collaboration.
47
Bytheway, Julie. "In-Game Culture Affects Learners' Use of Vocabulary Learning Strategies in Massively Multiplayer Online Role-Playing Games." International Journal of Computer-Assisted Language Learning and Teaching 4, no. 4 (October 2014): 1–13. http://dx.doi.org/10.4018/ijcallt.2014100101.
Full textAbstract:
Millions of language learners use commercial off-the-shelf computer games as informal learning contexts. Massively multiplayer online role-playing games (MMORPGs) are rich meaningful vocabulary learning contexts with in-game cultures that encourage creativity, decrease anxiety, force interaction, demand cooperative and autonomous learning, increase motivation, and reward curiosity. This case-study of World of Warcraft® players examined how the in-game culture affected participants' use of vocabulary learning strategies. Using research processes inherent in Grounded Theory, rich data was collected from extant MMORPG texts and observations of, interviews with, and elicited texts from a criterion sample of six ESL experienced gamers. Through constant comparative analysis, patterns and strategies emerged. Gu's (2005) model of vocabulary learning strategies in contexts was adapted to suit digital game contexts. The results highlight the need to value how the MMORPG culture affects language learners' vocabulary learning strategies and argue for study into autonomous language learning in commercial off-the-shelf digital games.
48
Gower, Anna. "Integrating informal learning approaches into the formal learning environment of mainstream secondary schools in England." British Journal of Music Education 29, no. 1 (February 21, 2012): 13–18. http://dx.doi.org/10.1017/s0265051711000490.
Full textAbstract:
The list of ‘non-negotiables’ for every lesson is comprehensive, amongst them are evidence of planned seating, homework set in every lesson and literacy addressed in the lesson as well as in marking. Students are expected to know the National Curriculum level at which they are currently working and should be able to share their current target for improvement in that subject with anyone that asks. Formal lesson observations, informal learning walks, an annual department review and regular ‘Work Scrutiny’ exercises are in the school calendar. This year, for the first time as a teacher of a foundation subject in my mixed, mainstream secondary school of 1200 students, I have been given target levels for students reaching the end of the compulsory music curriculum (currently at age 14 in England). I am expected to implement intervention strategies for students who may fall short of these. According to discussions on a popular online music teaching forum, I'm not alone. In a recent BBC News report it was found that music teachers are coming under increasing pressure to meet rigid targets as a means to measure school effectiveness in a climate of league tables and the aim to ‘add value’ throughout the secondary school experience.
49
Malykhin, Oleksandr, Nataliia Aristova, Vasyl Kovalchuk, Roman Popov, and Taras Yarmolchuk. "THE DICHOTOMY OF INFORMATION TECHNOLOGIES IN PROFESSIONAL TRAINING OF FUTURE IT SPECIALISTS: THE SUBJECT AND THE MEANS OF INSTRUCTION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 20, 2020): 527. http://dx.doi.org/10.17770/sie2020vol4.4888.
Full textAbstract:
The study shows some preferences in the choice of training and learning strategies in university educational process aimed at forming future IT-specialists’ digital competence as the main indicator of their professionalism in IT-sphere considering information technologies as being the subject and the means of instruction. The use of information technologies results in rethinking of existing approaches to organizing the educational process of higher school especially when it comes to training future IT-specialists. Information technologies integrated into all spheres of human activities and widely applied to support different industries in commercial, private and public sectors cause ever-growing demand for highly-qualified IT-specialists. In the study the authors consider the range of learning strategies used in the educational process for boosting effectiveness of IT-specialists’ digital competence formation as the main indicator of their professionalism in IT-sphere. The study was carried out among 164 future IT-specialists at three higher education institutions in Ukraine from February to May 2019. The researchers found out that all the respondents used contemporary information technologies for learning IT-disciplines, namely, all the students (100.00%) use contemporary information technologies in their formal learning, 68.80% − in their non-formal learning, 18.30% − in a wide range of educational activities that could be regarded as informal learning and only 13.20% − combining informal and non-formal learning. The obtained data were analyzed qualitatively and quantitatively. As the core result of conducted research the component matrix of learning strategies was developed showing their hierarchy depending on three factors chosen i.e. traditional, self-directed and collaborative learning.
50
Stevens, Eric, and Sergios Dimitriadis. "Learning during developing and implementing new bank offerings." International Journal of Bank Marketing 23, no. 1 (January 1, 2005): 54–72. http://dx.doi.org/10.1108/02652320510577366.
Full textAbstract:
PurposeKnowledge of the management issues for developing new bank offerings efficiently is limited. Furthermore, recent research suggests that organisational learning can contribute greatly to the success of innovation projects. The aims of this paper are to provide a detailed description of the development process of a new financial product and to identify learning actions that may contribute to its effectiveness.Design/methodology/approachReports findings from a qualitative, longitudinal case study of a well‐known French bank.FindingsThe results revealed an informal development process consisting of a sequence of issues to solve and decisions to make.Research limitations/implicationsThough observations fit with the theoretical model, the findings cannot be generalized due to the use of a qualitative methodology. Thus, selecting a development project that brings variance to the scope and degree of innovativeness could enrich the observed learning mechanisms. Second, as services are very heterogeneous, further research should be done on the development processes of different new services, for example standardised versus customised. Third, mechanisms of adoption or avoidance of learning procedures remain to be explored extensively. Understanding the reasons of choice and adoption of learning strategies according to the environment and nature of the project could lead to further managerial recommendations.Practical implicationsImplications for banks to encourage learning during innovation are discussed and several opportunities for further research are suggested.Originality/valueAn informal development process is revealed, consisting of a sequence of issues to solve and decisions to make. Multiple learning actions and strategies are identified that enhance process effectiveness and efficiency.