Studies of the Internet in Learning and Education: Broadening the Disciplinary Landscape of Research

2013 ◽  
Author(s):  
Chris Davies ◽  
Rebecca Eynon
Keyword(s):  
Informal Learning ◽  
Formal Education ◽  
Incidental Learning ◽  
Online Courses ◽  
Learning Opportunities ◽  
Management Systems ◽  
The Internet ◽  
Formal Learning ◽  
Educational Tool

This chapter investigates the role of the Internet in reshaping learning and education. It describes distinctions between formal education, where the Internet has made few inroads, and informal learning, where it seems to have excelled. Moreover, the chapter explores how the Internet has – via the World Wide Web – enabled an expansion in informal and incidental learning opportunities. Online courses are dealt through learning management systems, or virtual learning environments. The Internet's contribution to formal learning has been considerably less transformative than its contribution to informal learning. The Internet is not primarily an educational tool, but it self-evidently offers unique and unparalleled scope for the exploration of new forms of exploration and collaboration in the development and sharing of knowledge.

scholarly journals EMERGENCE OF INFORMAL LEARNING SPACE IN UNIVERSITY CAMPUS: A COMPARATIVE SCENARIO IN THE CONTEXT OF KHULNA CITY

2021 ◽  
Author(s):  
Z. Sourav ◽  
◽  
D. Afroz ◽  
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Formal Education ◽  
Outdoor Environment ◽  
Formal Learning ◽  
University Campus ◽  
Learning Spaces ◽  
Learning Space ◽  
Informal Learning Environment

Ancient education system was developed from a semi-outdoor environment. While developing the learning spaces it developed into indoor environment to ensure controlled environment, focus, discipline and compactness. These properties lead to formal education and formal learning space which replaced the informal learning environment. Formal learning space usually drive students towards a single expertise or knowledge. The limitations and boredom of formal education often causes depression and annoy towards education that result in limited learning and one-sided education. This research indicates the role of “informal learning environment” which helps university students to achieve multi-disciplinary knowledge through a simple, contextual and informal way. To establish the emergence, we tried to do a quantitative analysis among the students studying different universities in Khulna city. We have tried to understand the perspective of the students whether they feel the importance of informal learning or not in their daily life. While working on this paper, we have experienced unique scenario for each university but by any means Khulna University and Khulna University of Engineering & Technology serves their student the environment where students can meet and share knowledge with their natural flow of gossiping with food or drinks while Northern University of Business & technology and North-Western University have shown different scenario.

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.

scholarly journals DATABASE – WEB INTERFACE VULNERABILITIES

2021 ◽  
Vol 17 (1) ◽  
pp. 279-287
Author(s):  
Dorin IORDACHE
Keyword(s):  
Database Management ◽  
Interaction Process ◽  
Database Management System ◽  
Working Environment ◽  
Global Environment ◽  
Management Systems ◽  
The Internet ◽  
Web Interface ◽  
Private Data

The importance of information security in general, of managed information at the level of a database has increased with the expansion of the Internet. On the other hand, it has acquired new facets with the increase of the accessibility of the users to as many resources as possible. Large volume of private data in use and the limitation of unauthorized actions to information have brought new aspects to the issue of ensuring their protection. The scope of this field is wide and allows the operation in several directions: identification, description, creation, implementation and testing of mechanisms aimed at improving the working environment in which database management systems operates. Due to the importance of the information managed by a DBMS[1], it is necessary to define a framework safe and easy to use. The database fulfills not only the role of storage, but also of data provider to users. Thus, the information must be protected throughout the interaction process: generation, storage, processing, modification, deletion, etc. Therefore, the security of databases must not only be reduced to the protection of certain data considered sensitive, but also to the creation of a secure, authorized and controlled global environment through which information becomes available to users.   [1] DBMS – DataBase Management System

Thoughtfully Preparing Business Students and Faculty for Study Abroad

2018 ◽  
pp. 872-894
Author(s):  
David Starr-Glass
Keyword(s):  
Study Abroad ◽  
Informal Learning ◽  
Business Students ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Formal Learning ◽  
Business Educators ◽  
Institutional Strategies ◽  
Business Undergraduates ◽  
Study Abroad Program

In the last twenty years study abroad program have grown in popularity. Study abroad experiences provide learning opportunities for participants, but these opportunities are only optimized if students are appropriately and thoughtfully prepared. Study abroad provides formal learning experiences, associated with coursework undertaken, and informal learning, related to new cultures and countries encountered. Students and the faculty who accompany them need to be sensitized to both of these opportunities. This chapter presents a context for study abroad experiences and suggests how they can provide students with a deeper appreciation of issues that are often overly abstracted in the college, particularly issues such as internationalization and globalization. It explores ways in which study abroad participants can be assisted to engage more fully with the experiences that they encounter abroad. In presenting learning and institutional strategies to help optimize study abroad, it is hoped that the chapter will be of value to business undergraduates, their faculty, and business educators.

The Role of Community Formation in Learning Processes

2009 ◽  
pp. 80-100 ◽  
Author(s):  
Margaret Rasulo
Keyword(s):  
Learning Opportunities ◽  
Information Resources ◽  
Course Delivery ◽  
Community Formation ◽  
The Internet ◽  
Full Time ◽  
Web Based ◽  
New Learning ◽  
Education Courses

The aim of this chapter is to discuss the effectiveness and the necessity of forming a community when engaged in online learning. The Internet and its online communities offer new learning opportunities for many who cannot attend full-time, residential training sessions or higher education courses. Web-based course delivery affords these students and professionals the opportunity to work together, “anytime, anywhere,” exchanging information, resources, expertise, without leaving their homes or their jobs

How to become a beekeeper: learning and skill in managing honeybees

2016 ◽  
Vol 25 (1) ◽  
pp. 31-47 ◽  
Author(s):  
Emily Caroline Adams
Keyword(s):  
United Kingdom ◽  
Informal Learning ◽  
Learning Environments ◽  
Formal Education ◽  
Animal Husbandry ◽  
Ethnographic Research ◽  
Informal Learning Environments ◽  
The United Kingdom ◽  
Formal And Informal Learning

Beekeeping is a highly skilled form of animal husbandry that dates back to centuries. It has become a popular hobby in the United Kingdom, but as an activity has rarely featured in geographical research. In this article, I present beekeeping as an interesting site of study for cultural geographers interested in enskilment processes, education and expertise. This article draws on in-depth ethnographic research with a community of hobby beekeepers in Lancashire, United Kingdom, to give a detailed analysis of the enskilment process of novice beekeepers, how this process is being shaped and influenced by a trend towards increasingly formal education tools within the community, and what this means for those interested in the power of skilled practice and expertise. In doing so, it explores issues around formal and informal learning environments, the role of social context in shaping learning, the power of government advice, and it illustrates the complexity introduced by close engagement with an insect.

scholarly journals Ubiquitous Learning and the Future of Teaching

2012 ◽  
Vol 13 ◽  
pp. 3-14 ◽  
Author(s):  
Nicholas C Burbules
Keyword(s):  
Informal Learning ◽  
Teaching And Learning ◽  
Professional Training ◽  
Continuous Process ◽  
Training And Development ◽  
Learning Opportunities ◽  
Reflective Learning ◽  
Formal Learning ◽  
Ubiquitous Learning ◽  
Partnership Model

This essay examines the implications of anywhere/anytime, or “ubiquitous” learning for rethinking teaching as an activity. The essay touches on the following themes: (1) changes that promote learning as a more continuous process integrated into the flow of human activities; (2) changes that promote learning as a more situated and contextual process; (3) changes that promote more reflective learning; (4) changes that promote more collaborative learning; (5) changes that promote teaching in more of a partnership model with learners; (6) changes that integrate formal learning, informal learning, and situated, experiential learning; (7) changes that promote new relations with other partners in the learning process – parents, workplaces, and so on; and (8) changes that promote ubiquitous learning opportunities for teachers themselves. Each of these changes constitutes a set of opportunities, and challenges, for teaching and learning in new ways. The essay concludes with some brief observations about the implications of these changes for the professional training and development of teachers.

scholarly journals Creating Coherent Incidental Learning Journeys on Smartphones Using Feedback and Progress Indicators

2014 ◽  
Vol 6 (4) ◽  
pp. 75-92 ◽  
Author(s):  
Ann Jones ◽  
Mark Gaved ◽  
Agnes Kukulska-Hulme ◽  
Eileen Scanlon ◽  
Charlie Pearson ◽  
...  
Keyword(s):  
Social Cognitive ◽  
Incidental Learning ◽  
Relevant Literature ◽  
Mobile App ◽  
Reflective Learning ◽  
Formal Learning ◽  
Smartphone Apps ◽  
Learning Journey ◽  
The Eu

Although the motivating role of feedback and progress indicators is understood in formal learning, their role in supporting incidental mobile learning is less well understood. In this paper we argue that well-designed feedback and progress indicators (FPIs) offer guidance and structure that may encourage mobile app users to move from fragmented learning episodes towards a longer term, reflective learning journey. Drawing from relevant literature we consider how FPIs can be used in the EU-funded MASELTOV project which explores how a suite of smartphone apps can support recent immigrants to Europe to become integrated in their new cities. These apps allow learning episodes to be part of daily activities and interactions. The authors discuss what kinds of FPIs should be provided and introduce the SCAMP model which emphasises five types of FPIs- Social, Cognitive, Affective, Motivational and Progress. Finally, the authors provide examples of FPIs that will be used in the MASELTOV project.

scholarly journals Educational research between on devices and mobile learning

2016 ◽  
Vol 8 (2) ◽  
pp. 5-9 ◽  
Author(s):  
Lucia Martiniello ◽  
Nicola Paparella
Keyword(s):  
Distance Learning ◽  
Mobile Learning ◽  
Formal Education ◽  
Formal Learning ◽  
Educational Setting ◽  
Learning Context ◽  
Pedagogical Discourse ◽  
The Moment ◽  
Different Characteristics

Abstract The great potential of mobile learning devices hooks up these new contexts that are, above all, cultural and social, but also organisational and relational, forcing us to reconsider fundamental themes of pedagogical discourse. Among these themes, the first must be the construction of the student’s identity and, connected to this, the issue of personalised education. Let us consider, for instance, the by-now familiar distinction between formal, informal and non-formal. Compared with formal learning, we have always considered the two conditions of informal and non-formal education as independent or at least parallel, but essentially distinct and fundamentally different. In the moment in which teaching is done through mobility, and therefore with the effects of interference in contexts completely different from those that are somewhat predictable by the designer of distance learning, can we still think of a "distinction" between formal and informal or, at least, should we not assume a sort of context cross-breeding? The question does not arise from considerations of quantitative, but instead arises from qualitative, evaluations. In our opinion, here exists a paradigm: the learning context not only escapes the teaching team’s realm of predictability, but somehow eludes even the predictability of the learner, and indeed, it is the very nature of the context that takes completely different characteristics and connotations. We are on the verge of justifying a major revision of some paradigms that relate to the nature of the context, the role of the teacher and the position (in the sociological sense) of the student, which also affect the nature of the message and, more generally, the “entire educational setting”. It means working in this direction.

scholarly journals PENGEMBANGAN PARADIGMA BARU KEILMUAN DAN KELEMBAGAAN PENDIDIKAN NON FORMAL

2008 ◽  
Vol 3 (1) ◽  
pp. 65-73
Author(s):  
Sodiq A. Kuntoro
Keyword(s):  
Formal Education ◽  
Incidental Learning ◽  
Learning Activities ◽  
Education Law ◽  
Lifelong Education ◽  
New Approach ◽  
Different Parts

According to the education law of Republic of Indonesia in 2003, non-formal education is implemented to facilitate the citizen to get education and it functions as substitution, supplement, and complement to formal education. The role of non-formal education is to contribute the implementation of lifelong education as a new approach to education. This new approach is different from the education under present systems that involve the attempt to integrate the different parts of education with the concern for the development of person in intellectual, emotional, social, and vocational aspects. The present non-formal education activities need to expand their activities to create opportunity of education wider and to cover incidental learning as a part of learning activities in society.

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