Formal and informal learning experiences in multicultural scopes

2013 ◽  
Author(s):  
Francisco J. García-Peñalvo ◽  
Alicia García-Holgado ◽  
Juan Cruz-Benito
Keyword(s):  
Informal Learning ◽  
Learning Experiences ◽  
Formal And Informal Learning

scholarly journals Someone Like Us: Trades identities and support for work/learning

2011 ◽  
Vol 19 (1) ◽  
pp. 19-34
Author(s):  
Chris Holland
Keyword(s):  
Informal Learning ◽  
Learning Experiences ◽  
Learning Support ◽  
Family Status ◽  
Advantages And Disadvantages ◽  
Formal And Informal Learning ◽  
Emerging Themes ◽  
Language Literacy ◽  
Vocational Learning ◽  
Learning Connections

This paper reflects on specific findings from a 2009 study of on and off-job learning that explored apprentices’ learning experiences, formal and informal learning connections, and implications for language, literacy and numeracy in vocational learning. The study was conducted in the glazing industry in New Zealandi, and as part of that study, apprentice profiles were developed. This discussion focuses on three of those profiles and reflects on two emerging themes. The first theme is employer and apprentice perceptions of the value of apprentices coming from a ‘trades family’. The second theme is the range of inclusions and exclusions, advantages and disadvantages that apprentices experience depending on their ‘trades family’ status in both on and off-job learning. The paper then considers what kind of learning support might help integrate the different identities required within an apprenticeship.

Language and Experience Influence Children's Biological Induction

2010 ◽  
Vol 10 (1-2) ◽  
pp. 171-187 ◽  
Author(s):  
Florencia Anggoro ◽  
Sandra Waxman ◽  
Douglas Medin
Keyword(s):  
Informal Learning ◽  
Learning Experiences ◽  
Natural World ◽  
Biologically Relevant ◽  
Formal And Informal Learning ◽  
Biological Concepts ◽  
The Way ◽  
Naming Practices

AbstractChildren's reasoning about biological concepts is influenced not only by their experiences in the natural world and in their classrooms, but also by the way that these concepts are named. In English, 'animal' can refer either to (a) exclusively non-human animals, or (b) all animate beings (human and non-human animals). In Indonesian, this category of animate beings has no dedicated name. Here, we ask whether this difference in naming has consequences for children's reasoning about humans and non-human animals. Results from English- and Indonesian-speaking children reveals differences in reasoning at age 6, differences that become attenuated by age 9. These results suggest that not only naming practices, but also biologically-relevant formal and informal learning experiences, influence children's reasoning about biological concepts.

scholarly journals Exploiting the Web of Data to bridge formal and informal learning experiences

2019 ◽  
Author(s):  
Adolfo Ruiz-Calleja ◽  
Miguel L. Bote-Lorenzo ◽  
Guillermo Vega-Gorgojo ◽  
Sergio Serrano-Iglesias ◽  
Juan I. Asensio-Pérez ◽  
...  
Keyword(s):  
Informal Learning ◽  
Learning Experiences ◽  
Formal And Informal Learning ◽  
Web Of Data ◽  
The Web

Internet vs. Matter

2012 ◽  
Vol 2 (4) ◽  
pp. 60-72
Author(s):  
Zheng Yan ◽  
Xiufeng Liu
Keyword(s):  
High School ◽  
Growth Rate ◽  
Informal Learning ◽  
Learning Experiences ◽  
Scientific Concept ◽  
Formal Learning ◽  
Rasch Modeling ◽  
Interval Scale ◽  
Daily Lives ◽  
Formal And Informal Learning

Internet is an emerging complex scientific concept that children have not yet systematically learned in schools but continuously experience in their daily lives. In contrast, matter is a classic complex scientific concept that children systematically study from elementary through high school in addition to continuous everyday experiences. In this study, with two independent samples of grades 4-12 students, the authors deliberately compared these two concepts to understand the effects of formal and informal learning experiences. Understandings of Internet and matter were measured and then converted into a same interval scale through Rasch modeling. Results show that the development of Internet understanding has a much lower rate than that matter and the development of Internet understanding shows more heterogeneous than that of matter. These findings suggest that formal learning helps increase the students’ understanding growth rate while reduce variation in understanding among students.

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.

A hybrid approach to sustainable development competencies: the role of formal, informal and non-formal learning experiences

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Adriana Cristina Ferreira Caldana ◽  
João Henrique Paulino Pires Eustachio ◽  
Bárbara Lespinasse Sampaio ◽  
Maria Luiza Gianotto ◽  
Aurora Contiero Talarico ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Informal Learning ◽  
Business School ◽  
Online Survey ◽  
Business Schools ◽  
Hybrid Approach ◽  
Learning Experiences ◽  
Formal Learning ◽  
Content Type ◽  
Formal And Informal Learning

Purpose This paper aims to explore whether formal, non-formal, and informal learning experiences contribute to developing sustainable development competencies (SDCs) among students in a Principles of Responsible Management Education (PRME) signatory business school. Design/methodology/approach An online survey based on the students’ learning experiences and a questionnaire on sustainability competencies already validated in the literature were given to a sample of 274 bachelor students at a PRME signatory business school. Nominal variables representing students’ categories were created to test a set of hypotheses developed according to the literature. Because the data was not normally distributed, non-parametric independent-samples Mann–Whitney U test was conducted, and descriptive statistics was used to help the analysis. Findings The results suggest that a hybrid format with a combination of formal, non-formal and informal learning experiences is essential to maximising the development of SDCs and raising students’ sustainability literacy. Research limitations/implications This study is one of the first attempts to understand the importance of a hybrid approach in developing sustainable competencies (SDCs). Future studies could adopt longitudinal analysis to check the development of these competencies over time, assess students from different PRME signatory schools or comparing students to those in non-signatory business schools. Practical implications This study provides insight into how business schools could address challenges in developing sustainable competencies through redirecting their educational systems by balancing formal, informal and non-formal learning approaches to educate future responsible leaders. Originality/value This research provides evidence on how a hybrid learning approach could maximise the development of sustainable development competencies and, therefore, generating insights for educational policies.

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