Two decennia of research on teachers’ informal learning: A literature review on definitions and measures

2020 ◽  
Vol 30 ◽  
pp. 100324
Author(s):  
Antoine Lecat ◽  
Yvonne Spaltman ◽  
Simon Beausaert ◽  
Isabel Raemdonck ◽  
Eva Kyndt
Keyword(s):  
Literature Review ◽  
Informal Learning

Integration of Informal Learning Theory and Practice into the Study of Implementation in Healthcare Contexts

2015 ◽  
pp. 250-272
Author(s):  
Patrick R. Walden
Keyword(s):  
Literature Review ◽  
Informal Learning ◽  
Learning Theory ◽  
Theory And Practice ◽  
Evidence Based ◽  
Implementation Framework ◽  
Evidence Based Practices ◽  
Case Examples ◽  
Healthcare Settings ◽  
Active Implementation

This chapter provides a workplace learning perspective that acknowledges informal learning with which to understand, research, and successfully foster implementation theory and evidence-based practice into the medical workplace. The methodology used includes literature review and use of case examples from this author's previous work in informal learning in healthcare settings. Specifically, a model of informal learning in medical workplaces is reviewed followed by a discussion of the Active Implementation Framework (Fixsen et al., 2005). Last, informal learning's role in implementing evidence-based practices is explored in light of the models presented. Financial implications of the model are briefly explored.

scholarly journals Priznavanje neformalnega in priložnostnega učenja – Rezultati raziskave

2011 ◽  
Vol 17 (1) ◽  
pp. 24
Author(s):  
Marko Radovan
Keyword(s):  
European Union ◽  
Literature Review ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Educational Institutions ◽  
Educational Systems ◽  
The European Union ◽  
Research Results

Recognition of non­formal and informal learning is one of the priorities of the educational systems in the European Union. As is evident from the literature review and research results, a great deal has been done in the legislative field, but educational institutions need more guidance on procedures for evaluating non­formal and informal learning. The paper also presents the results of the »Lifelong Learning 2010 (LLL2010)« project, dealing with the issues related to this topic

Matching serious games with museum’s educational roles: smart education in practice

2019 ◽  
Vol 16 (4) ◽  
pp. 319-342 ◽  
Author(s):  
Meng Wang ◽  
Miguel Baptista Nunes
Keyword(s):  
Literature Review ◽  
Informal Learning ◽  
Research Design ◽  
Serious Games ◽  
Educational Games ◽  
Meta Analysis ◽  
Specific Context ◽  
Content Type ◽  
Serious Educational Games ◽  
Critical Literature

PurposeThis study aims to present a meta-analysis of the use of serious educational games in museums. The analysis is based on a critical literature review that maps educational roles of museums against serious educational games used in support of those roles. The meta-analysis focuses on the specific context of informal learning in museums.Design/methodology/approachThe research design presented in this study is based on a meta-analysis research design that consists of a critical literature review, a multi-matrix representation of findings of the literature review and a conceptual visualization of the multidisciplinary area of the usage of serious games in support of educational roles in museums.FindingsClear and detailed categorizations of educational roles and serious games types for informal learning are presented. These are followed by matching these educational roles with published reports of the use of serious games within museums. The study concludes with observations and a conceptual map of the design of serious games for museums.Originality/valueThis study presents the first meta-analysis of research in this emergent multidisciplinary field. It will help serious game designers, museum educators and educational practitioners to make decisions regarding the choice of game type, customization and content design to support informal learning in the specific context of museum educational activities.

scholarly journals Social Media Usage for Informal Learning in Malaysia

2021 ◽  
Vol 17 (2) ◽  
pp. 103-117
Author(s):  
Mohmed Y. Mohmed Al-Sabaawi ◽  
Halina Mohamed Dahlan ◽  
Hafiz Muhammad Faisal Shehzad
Keyword(s):  
Social Media ◽  
Literature Review ◽  
Informal Learning ◽  
Learning Process ◽  
Individual Factors ◽  
Quality Information ◽  
Formal Learning ◽  
Media Usage ◽  
Research Material ◽  
Academic Researchers

Social media (SM) has gained a huge acceptance from all and sundry. A huge potential exists for academic researchers in the use of SM for intellectual exercise. Informal learning (IL) has redefined the entire learning process, creating a new dawn from the formal learning rigid structures. However, there is lack of research on why some researchers fail to accept SM for IL. Therefore, the aim of this paper is to explore the use of SM for IL, barriers, benefits, and effect of individual factors. For this reason, a thorough literature review was conducted, and items were extracted from prior studies. Using a survey, a total of 170 responses were received from academic researchers using paper-based questionnaire. The authors discovered from the survey that lack of encouragement, lack of quality information, threat to research material are the barriers affecting SM use. Furthermore, they found that the benefits of using SM by academic researchers are to communicate with peers, share knowledge, and enhance collaboration. Thus, these findings will help stakeholders in encouraging the use of SM for IL.

scholarly journals The formality of learning science in everyday life: A conceptual literature review

1970 ◽  
Vol 6 (2) ◽  
pp. 144-154 ◽  
Author(s):  
Niels Bonderup Dohn
Keyword(s):  
Literature Review ◽  
Informal Learning ◽  
Everyday Life ◽  
Informal Education ◽  
Relevant Literature ◽  
Organizational Level ◽  
Learning Science ◽  
Learning Practices ◽  
The One ◽  
Learning Relations

The terms non-formal and informal are attributed to learning in everyday life by many authors, often linked to their interests in particular learning practices. However, many authors use the terms without any clear definition, or employ conflicting definitions and boundaries. An analysis of relevant literature revealed two fundamentally different interpretations of informal learning. The one describes formality of education at the organizational level, while the second describes formality of learning at the psychological level. This article presents a conceptual reconciling of these two perspectives. Based on a literature review, the educational modes of education are defined as discrete entities (formal, non-formal, and informal education), whereas formality at the psychological level is defined in terms of attributes of formality and informality along a continuum (formal ↔ informal learning). Relations to other  well-established frameworks within the field of informal learning are discussed.

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