scholarly journals Informal Workplace Learning in Swedish Police Education– A Teacher Perspective

2021 ◽  
Author(s):  
David Sjöberg ◽  
Robert Holmgren
Keyword(s):  
Informal Learning ◽  
Workplace Learning ◽  
Learning Experiences ◽  
Learning Activities ◽  
Teacher Perspective ◽  
Face To Face ◽  
University Teachers ◽  
Academic Knowledge ◽  
Conditions For Learning ◽  
Police Education

AbstractIn the literature, informal learning is considered to be of great importance to employees’ development of workplace learning. The aim of this study, which involves respondents from a Swedish police education unit, was to contribute knowledge about Swedish police education teachers’ informal learning as regards conditions for learning, learning activities and learning experiences resulting from their engagement in these activities. The results of the study are based on daily digital logbook notes made by 25 police and university teachers during one month and subsequent interviews with these teachers. The main conclusions can be summarised as follows: 1) The culture, structure and materials of the workplace are important parts of teachers’ conditions for informal learning. 2) The teachers’ informal learning activities are characterised by intentional learning, where supporting interactions with colleagues in their own teams and other, more knowledgeable, colleagues are highly valued. Furthermore, the most common triggers for teachers’ informal learning are issues relating to pedagogy and digital technology, and face-to-face contacts with colleagues are preferred. 3) The police teachers describe their learning experiences made in the course of informal learning activities as a transition from an instructor-based to a teaching-oriented approach, while the learning of the university teachers is focused on contextualisation of their teaching by integrating academic knowledge into the police practice. The article concludes with a brief discussion about the possibilities and limitations of informal learning.

scholarly journals Offline or online?: EFL students’ perceptions on working in face-to-face and virtual learning modes

2021 ◽  
Vol 9 (1) ◽  
pp. 113
Author(s):  
Rahmat Yusny ◽  
Fitria Rizki ◽  
Ika Kana Trisnawati ◽  
Mulia Mulia
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Learning Experiences ◽  
Language Education ◽  
Learning Activities ◽  
Learning Ability ◽  
Learning Activity ◽  
Face To Face ◽  
Offline Learning ◽  
Learning Modes

Given the intensified number of online learning activities and having inadequate knowledge to identify the details of how it was organized within increased students’ language learning ability; this study focused on identifying the students’ perceptions of learning in two different situations. This study investigated how students perceived working in a new learning mode (online learning activity) compared to the traditional or face-to-face learning mode (offline learning activity) in regards to the learning frameworks, including the depth and comprehensiveness of learning, appropriate length for learning, comfortability of learning, and flexibility of learning. Ten students were selected to be the participants of the current study; all of whom were sixth and eighth semester students at the Department of English Language Education of Universitas Islam Negeri Ar-Raniry Banda Aceh. They were served by several questions related to their experiences working on two different learning modes. The findings revealed that working in offline learning mode was still the common preference among the students and only a few of them preferred online learning. Even more interesting was the finding of one or two students who perceived no differences between participating in offline and online class learning activities. In addition, the findings also indicated that interaction between the course instructors and students still becomes a prominent element on the students’ satisfaction and comfort of learning. The students also suggested that the keys to their satisfactory learning experiences are access to learning materials and to their class instructors. To conclude, this study also provides new insights on what matters the most to the students’ learning experiences with respect to the current online learning trend. 

scholarly journals Workers’ Power and Intentional Learning among Non-managerial Workers

2008 ◽  
Vol 63 (1) ◽  
pp. 30-56 ◽  
Author(s):  
David W. Livingstone ◽  
Milosh Raykov
Keyword(s):  
Adult Education ◽  
Informal Learning ◽  
Workplace Learning ◽  
Secondary Analysis ◽  
Learning Activities ◽  
Intentional Learning ◽  
Positive Effects ◽  
Formal And Informal Learning ◽  
Managerial Employees ◽  
Workplace Authority

This paper explores relations of workers’ power, in terms of unionization and delegated workplace authority, with incidence of participation in adult education and job-related informal learning activities. Empirical analysis is based primarily on the first Canadian survey to document both aspects of workers’ power and both formal and informal learning. Prior inconsistent research on unionization and adult education is critically reviewed. The current study focuses on non-managerial employees between 25 and 64. The findings of this 2004 survey, as well as secondary analysis of other relevant surveys, confirm that union membership is consistently positively related to both participation in adult education and some informal learning topics. Delegated workplace authority also has positive effects on both adult education and some informal learning topics. While delegated workplace authority is not related to unionization, their positive effects on workers’ intentional learning are additive. Implications of these findings for further research and optimizing workplace learning are discussed.

scholarly journals Problematika Pembelajaran Daring Di Sekolah Dasar Pada Era Pandemi Covid-19

2020 ◽  
Vol 1 (2) ◽  
pp. 44-51
Author(s):  
Al Ihwanah
Keyword(s):  
Online Learning ◽  
Elementary Schools ◽  
Basic Education ◽  
Learning Experiences ◽  
Learning Activities ◽  
Face To Face ◽  
Inhibiting Factors ◽  
Inhibiting Factor ◽  
Teachers And Students ◽  
The Media

The purpose of this study was to discuss the problems of online learning in elementary schools in the era of the Covid-19 pandemic. This pandemic has a serious impact on all fields, including education. Even so, education must still be carried out properly. Learning activities in elementary schools, which are usually carried out face-to-face, are now being converted into online learning. This aims to break the chain of covid-19 transmission, teachers and students must keep their distance for some time. This online learning can be a solution for learning activities in a covid-19 emergency. Based on the results of observations and interviews, data was obtained that there are problems that occur in the implementation of online learning in elementary schools. There are supporting factors and inhibiting factors in the implementation of online learning in elementary schools. This inhibiting factor is a problem in online learning. Online learning experiences problems both from the implementer side, namely teachers, students, parents, and from the media side. The hope is that the results of this research can be useful for practitioners of basic education and for parents to prepare more thoroughly in implementing online learning.

Connecting formal and informal workplace learning with teacher proactivity: a proactive motivation perspective

2020 ◽  
Vol 32 (6) ◽  
pp. 437-456
Author(s):  
Xianhan Huang ◽  
Chun Lai
Keyword(s):  
Informal Learning ◽  
Teacher Learning ◽  
Educational Change ◽  
Workplace Learning ◽  
Dominant Role ◽  
Effective Means ◽  
Learning Experiences ◽  
Teaching Experience ◽  
Content Type ◽  
Formal And Informal Learning

Purpose It is vital in today’s society that teachers are proactively involved in educational change. Given that proactive motivation is a critical driver of proactivity, this study aims to investigate how teachers’ formal and informal workplace-learning experiences were connected with their proactive motivations to implement educational change. Design/methodology/approach The authors used a qualitative case study approach to describe the relationships between teachers’ formal and informal learning activities and their different proactive motivations. The authors collected data from 17 teachers via individual interviews and open-ended questionnaire and performed analyses using a continuous inductive and deductive coding process. Findings The authors found that informal teacher learning can trigger three types of proactive motivation, whereas formal teacher learning is mainly connected with the can do and energised to motivations. The authors also found that formal and informal learning complement and compete with each other in shaping the can do motivation. Moreover, the authors found that informal learning played the dominant role in the reason to motivation, whereas informal and formal learning were separately connected to the energised to motivation. Practical implications These findings indicate that greater attention must be paid to teachers’ informal workplace-learning experiences. Specifically, teachers’ informal learning experiences should be actively integrated into their formal workplace training to enhance their proactive motivation to educational change. Moreover, teachers’ learning preferences and teaching experience should be considered in the design of teacher-training programmes. Originality/value Based on the proactive motivation model of Parker et al. (2010), the authors have uncovered the mechanisms of workplace learning that drive teacher proactivity. The authors have examined the relationship between teachers’ formal and informal workplace-learning and proactive teaching. The findings will assist policymakers and administrators to identify effective means of motivating teachers to engage in workplace learning.

Impact of informal learning in the accounting profession

2019 ◽  
Vol 31 (7) ◽  
pp. 429-441
Author(s):  
Michelle M. Kusaila
Keyword(s):  
Regression Analysis ◽  
Informal Learning ◽  
Workplace Learning ◽  
Positive Impact ◽  
Linear Regression Analysis ◽  
Learning Activities ◽  
Accounting Profession ◽  
Cross Sectional Survey ◽  
Content Type ◽  
The Impact

Purpose This paper aims to examine the impact of informal learning contextual factors in facilitation workplace learning in the auditing profession. Design/methodology/approach Multiple linear regression analysis was used to look at the relationship between four aspects of informal learning and the impact on workplace learning using data from a cross-sectional survey of 95 audit professionals. Findings Correlation analysis identifies men perceive access to time and technology resources differently than women, but regression analysis identifies both genders are impacted by having time to participate in informal learning activities. Older, more experienced auditors’ were not as impacted by informal learning activities, but younger auditors were impacted by management support. Contrasting previous research the significance of a supportive organizational culture suggests the learning culture in public accounting firms’ support knowledge dispersion through the feedback and review process. Research limitations/implications This study was tested in one context; it could be expanded to other accounting professionals, to look for generalizability. The technology attribute can be further explored as technology adoption is pushed to new staff; future studies could explore whether the technology attribute becomes significant. Originality/value Few studies have looked at the quantitative impact of informal learning in the accounting profession. This study adds to the literature confirming the importance of the pyramid structure in encouraging the development of younger auditors and its perceived positive impact on them. In addition, it extends the importance of the time commitment to personal development, and the role it plays in informal learning.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

Psychological empowerment as an antecedent of workplace learning: A study in the context of SMEs in Pakistan

2019 ◽  
Vol 12 (2) ◽  
Author(s):  
Syed Tanveer Hussain Shah ◽  
Syed Mohsin Ali Shah ◽  
Junaid Athar Khan
Keyword(s):  
Informal Learning ◽  
Workplace Learning ◽  
Structural Equation ◽  
Psychological Empowerment ◽  
Self Determination ◽  
Primary Data ◽  
Equation Modeling ◽  
Formal Learning ◽  
Important Form

A very important aspect of HRD research is Workplace Learning (WPL). WPL is very important considering its role in the development of skills and abilities of employees. Since employees are a crucial asset for organizations to achieve competitive advantage. Therefore, organizations must ensure continuous learning of their employees. This research was aimed at the investigation of the antecedent role of Psychological Empowerment (PE) for WPL. Using a quantitative approach, primary data was collected from 241 employees of 153 SMEs in Pakistan. Data was analyzed through Structural Equation Modeling (SEM) by using PLS-SEM. The results of the study indicated that PE did play the role of an antecedent of WPL. Furthermore, Informal learning appeared as the most important form of WPL, followed by incidental and formal learning in SMEs in Pakistan. Keywords: Psychological empowerment; self-efficacy; workplace learning; self-determination; PLS-SEM.

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