Formal and Informal Training for Workers with Low Literacy: Building an International Dialogue

2009 ◽  
Vol 15 (1) ◽  
pp. 37-54 ◽  
Author(s):  
Maurice Taylor ◽  
Karen Evans
Keyword(s):  
Informal Learning ◽  
Case Study Research ◽  
Low Literacy ◽  
Self Directed Learning ◽  
Workplace Literacy ◽  
The North ◽  
The United Kingdom ◽  
Learning At Work ◽  
Directed Learning ◽  
Cross Case Analysis

The purpose of this exploratory study was to investigate some of the kinds of formal and informal workplace training activities that workers with low literacy engage in from different parts of Canada and the United Kingdom. The study employed a multi-site case study research design with 31 employees and 18 instructors from seven different types of workplace literacy programmes in various regions of Canada and 42 employees and six supervisors/tutors from four workplace basic skills programmes in the north and south of Greater London, England. Data sources from each country were developed and were used for comparable purposes following a within case and cross case analysis. The findings are described under three main themes. The first theme depicts the range of formal workplace programmes in both countries that employees with low literacy have participated in. The second pattern highlights the main types of informal learning activities that emerged from the data which included: observing from knowledgeables; practicing without supervision; searching independently for information; focused workplace discussions and mentoring and coaching. The third theme describes some of the determining factors of the informal learning process. Implications of the study suggest that company sponsored workplace and essential skills programmes act as catalysts for further learning at work. As well, findings also seem to indicate that various forms of self-directed learning and the organisational context may play an important role as these workers engage in and shape everyday workplace practices. Suggestions for continuing the cross nation studies are also discussed.

Technology and Learner Autonomy: An Argument in Favor of the Nexus of Formal and Informal Language Learning

2019 ◽  
Vol 39 ◽  
pp. 52-58 ◽  
Author(s):  
Chun Lai
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Self Directed Learning ◽  
Learning Contexts ◽  
Directed Learning ◽  
Technology Aids ◽  
Constructed Self ◽  
The Relationship

AbstractThis article discusses some of the current research on technology in relation to learner autonomy, outlining major findings on the relationship between technology and learner autonomy in formal and informal learning contexts. Extant literature has discussed both teacher-initiated technology-enhanced formal learning environments and learner-constructed self-directed learning experience in informal learning contexts. Although valuable in the insights it provides into how technology aids learner autonomy, the two bodies of literature have largely been independent from each other, which may constrain our understanding.

scholarly journals Reconsider deschooling: Alternative towards more accessible and inclusive education

2018 ◽  
Vol 31 (3) ◽  
pp. 256
Author(s):  
Agie Nugroho Soegiono ◽  
Aulia Anis ◽  
Saskia Rizqina Maulida
Keyword(s):  
Informal Learning ◽  
Inclusive Education ◽  
School Setting ◽  
Learning Activities ◽  
Education For All ◽  
Formal Learning ◽  
Delivery Method ◽  
Self Directed Learning ◽  
E Learning ◽  
Directed Learning

This essay discusses deschooling concept as an alternative learning delivery method to achieve education for all. We argue that the deschooling idea, first introduced by Illich before the era of the Internet, has become relevant in relation to today’s education challenges. What we mean by deschooling in this paper is not the abolishment of the schooling system. Instead, the recall of deschooling discourse aims to provide more recognition of learning activities outside of the school setting. The learning webs, a key enabler in deschooling discourse, are realistic when implemented with the help of 21st century’s technology. The argument in this paper utilised an in-depth literature review and discourse analysis in the deschooling debate. To strengthen our argument, we have provided three case studies in the form of informal learning, non-formal learning and e-learning related to deschooling initiatives. Based on our findings, we can conclude that deschooling society is certainly viable. The principles used in deschooling, such as flexibility, inclusiveness, adaptability and personalisation, are alternatives for everyone to have freedom of access, use, copy, and modify learning resources. We also found that there may be possible challenges, including the limitation of self-directed learning, the pitfall of institutionalised capital and a lack of social interaction.

My Initial Exposure to Andragogy

2021 ◽  
pp. 1-22
Keyword(s):  
Human Resource Development ◽  
Measurement Instrument ◽  
Self Directed Learning ◽  
Initial Exposure ◽  
Corporate Managers ◽  
Boston University ◽  
The United Kingdom ◽  
The Usa ◽  
Directed Learning ◽  
Ancient Times

This chapter shares the author's first exposure to andragogy at Boston University, including the background and research foundation giving impetus to writing this book. Kapp from Germany coined the andragogy term based on Comenius' earlier conceptions stemming from educators in ancient times. Savicevic gave andragogy strength in Europe, shared it with Knowles who advanced it in the USA through application to human resource development (HRD) and viewing self-directed learning (SDL) as most important way to implement andragogy. Hadley developed/validated an andragogy/pedagogy measurement instrument. Simpson validated andragogy in the United Kingdom. Kabuga validated andragogy in Africa. Ingalls validated andragogy's nine dimensions for corporate managers' helping workers keep abreast and up to date with their various fields. Mezirow and Suanmali developed/validated with 174 adult educators' andragogy's charter with 10 SDL items.

The United Kingdom general practitioner and palliative care model

2017 ◽  
Author(s):  
Simon Noble ◽  
Nicola Pease
Keyword(s):  
Palliative Care ◽  
United Kingdom ◽  
General Practitioner ◽  
Communication Skills ◽  
Cost Effective ◽  
Self Directed Learning ◽  
The United Kingdom ◽  
Directed Learning ◽  
College Examinations ◽  
User Friendly

Within the United Kingdom, the general practitioner (GP) will manage the care of the majority of patients with life-limiting and terminal disease. The need for effective communication is recognized in the general practice curriculum and college examinations. The opportunity to review and critique one’s own communication skills allows considerable opportunity for self-directed learning and reflection. The development of a reflective portfolio of learning has been developed as a user-friendly and cost-effective way for the general practitioner to commit to lifelong learning in the context of communicating with palliative care patients. This chapter describes several models that can help deliver an evidence-based template of training, supported by a simple toolkit with which to empower GPs to enhance their communication skills throughout their professional careers.

scholarly journals SELF-DIRECTED LEARNING OF ENGLISH FOR SPECIFIC PURPOSES (BUSINESS ENGLISH) AS POWERFUL PEDADOGICAL TOOL IN THE CONTEXT OF ECONOMIC UNIVERSITY

10.23856/2512 ◽  
2017 ◽  
Vol 25 (6) ◽  
pp. 117
Author(s):  
Olgа Bratanych ◽  
Sergii Skydan ◽  
Melisandra Leonardos
Keyword(s):  
Economic Benefits ◽  
English For Specific Purposes ◽  
Business English ◽  
Self Directed Learning ◽  
Advanced Learners ◽  
Pedagogical Tool ◽  
The North ◽  
Directed Learning ◽  
English Classroom

 The authors have analyzed the conceptual framework of self-directed learning theory; described some issues of self-directed learning within the field of higher education in the North America and identified some challenges of self-directed English for Specific Purposes (ESP) learning in the Ukrainian Economic University setting; shared some practical information about using it as a pedagogical tool in an ESP (Business English) classroom for advanced learners in the context of Ukrainian Economic University; characterized the ESP course containing a self-directed learning component; showed who is more likely to become an efficient self-directed ESP learner; presented some ideas on the role of the teacher in involving students in self-directed ESP learning; selected several ways to foster an ESP learner autonomy: established a number of economic benefits of self-directed ESP learning.

Era of Efficiency: New teaching models in a self-directed learning environment (Preprint)

2020 ◽  
Author(s):  
Kirsten Raphael ◽  
Shonnelly Novintan ◽  
Daniel Foran ◽  
Daniel Campioni-Norman
Keyword(s):  
Medical Schools ◽  
Time Zone ◽  
Self Directed Learning ◽  
Clinical Placements ◽  
The United Kingdom ◽  
School Teaching ◽  
Directed Learning ◽  
Logistical Difficulty ◽  
Set Up ◽  
Senior Students

UNSTRUCTURED During the COVID-19 lockdown, medical schools in the United Kingdom withdrew their students from clinical placements and delivered education and examinations via online platforms. The logistical difficulty of timetabling a multitude of clinicians, with many working busier rotas on the front lines, to give one-hour lectures delayed the delivery of medical education. During this delay, the United Hospitals (UH) Medgroup set up an online platform called TeachtoLondon that recruited doctors and senior students to deliver 10-minute tutorials. Even with medical school teaching having resumed, TeachtoLondon remains popular due to its efficient and bespoke model. The short tutorials made the content more accessible and, more importantly, more useful as a revision tool. Compared to a one-hour online lecture that lacks ‘virtual bookmarks’, a playlist of tutorials allows easy navigation for students to revisit difficult topics, a pivotal part of learning. Teachtolondon is also popular with tutors, as it facilitates participation in teaching despite reduced availability due to COVID redeployment. It also allowed recruitment of doctors internationally, who would have been prevented by time zone differences from giving live lectures. Lastly, the UH network allowed students from any of the London medical schools to request a tutorial topic. Topics were allocated to the large database of tutors, providing an efficient turnaround, which is flexibility that a medical school’s rigid curriculum does not allow. The TeachtoLondon project could be adapted as an effective teaching model that promotes digestible, bite-sized learning and provides uniform teaching to students, whilst simultaneously acting as a revision tool.

Informal Learning in Second Language Acquisition

2019 ◽  
pp. 1111-1122
Author(s):  
Helen, Yeh Wai Man
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Informal Learning ◽  
English Proficiency ◽  
Self Directed Learning ◽  
Directed Learning ◽  
And Performance

This chapter has investigated the importance of informal language learning in second language acquisition through a case study of two ESL learners. The effect of various kinds of informal learning with various resources on language proficiency and performance are discussed in relation to Bennett's model (2012). The case study shows that an “intake-type” informal environment can provide input to the language acquisition and self-directed learning and is crucial to effective language learning. Through the interviews with the subject learners, it can be seen that the learner with higher English proficiency and performance has been using self-directed language learning throughout his childhood and youth whereas the learner with lower English proficiency and performance generally has adopted tacit learning, which seems to be less effective in informal learning. Hence, self-directed learning should be promoted in schools and colleges by raising students' awareness of its importance and promoting learning-to-learn strategies.

scholarly journals CONSIDERATIONS ON INFORMAL LEARNING: DIFFERENT CONCEPTS AND THEIR DIMENSIONS

2016 ◽  
Vol 4 ◽  
pp. 13 ◽  
Author(s):  
Ramune Bagdonaite-Stelmokiene ◽  
Vilma Zydziunaite
Keyword(s):  
Informal Learning ◽  
Learning Outcomes ◽  
Situated Learning ◽  
Research Question ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
Learning Intention ◽  
Directed Learning ◽  
Set Up ◽  
Definition Of

The definition of “informal learning” is ambiguous and thus distinguished by the diverse interpretations. The article aims to reveal identical learning dimensions (process, activity, context, interactions and outcomes), which set up different concepts of “informal learning”. The research question refers to the content of dimensions for distinct concepts of “informal learning”. The analysis has disclosed the “informal learning” to be continuum between “self-directed learning”, “self-regulated learning”, “self-managed learning”, “experiential learning”, “incidental/accidental learning”, “situated learning”, “learning through socialization” or “tacit learning”. Those diverse types of “informal learning” supplement each other rather than compete against. Learning intention, process and context setting might be manifested in distinct degrees, however, “informal learning” may refer to the construct covering learning forms, activities and acquired learning outcomes supplementing each other.  

scholarly journals Online Learning as a Catalyst for Self-directed Learning in Universities during the COVID-19 Pandemic

2021 ◽  
Vol 6 (2) ◽  
pp. 233-248
Author(s):  
Mncedisi Christian Maphalala ◽  
Rachel Gugu Mkhasibe ◽  
Dumisani Wilfred Mncube
Keyword(s):  
Online Learning ◽  
Student Teachers ◽  
Group Discussion ◽  
Case Study Research ◽  
Independent Learning ◽  
Structured Learning ◽  
Digital Learning ◽  
Self Directed Learning ◽  
Health Crisis ◽  
Directed Learning

The COVID-19 pandemic accelerated the use of online learning and self-directed learning to motivate and engage students. Therefore, this study sought to determine how online learning fostered self-directed learning at a South African university during this period. Higher education institutions worldwide had to shut down indefinitely following guidance from health experts to contain the spread of the COVID-19 pandemic. Since education is regarded as a pillar of development for all countries, some means had to be found to keep teaching and learning going irrespective of the ongoing health crisis. Hence, online learning made it possible for university students to continue learning during the emergency university closure. This was a period of reckoning, however, as many students began experiencing challenges related to poor internet connectivity and accessing digital learning devices. Despite these challenges, the solution was to reach out to all students to ensure that they were not excluded from the learning process. The sudden transition to online learning meant that students could no longer follow a well-coordinated, structured learning schedule that was guided and supervised on campus; rather, online learning meant they had to become more independent in their learning. Independent learning encourages students to be proactive and independent, a philosophy aligned to self-directed learning (SDL). This study explored the experiences of third-year student teachers in navigating SDL through online learning platforms. The study was underpinned by self-directed learning theory and adopted a qualitative case study research design, generating data from ten student teachers using a Zoom App focus group discussion. Data were analyzed using an inductive thematic analysis framework. The study found that although SDL is appropriate because it promotes learning independently, the majority of student teachers encountered several challenges when adopting online learning, catching them off guard because they were not formally introduced to it.

scholarly journals Current Literature Summary

2012 ◽  
Vol 7 (3) ◽  
pp. 146-148
Author(s):  
Jennifer Doherty-Restrepo
Keyword(s):  
Social Media ◽  
Informal Learning ◽  
Athletic Training ◽  
Learning Process ◽  
Social Networking Sites ◽  
Net Generation ◽  
Self Directed Learning ◽  
Media Technologies ◽  
Formal And Informal Learning ◽  
Directed Learning

Researchers and practitioners speculate that the Net Generation of students learn in a way that is fundamentally different than previous generations due to their early exposure to social media technologies. Social media provides multiple opportunities to add a new dimension to the learning process. By using social media, learners have the ability to manipulate their learning environment; thereby, actively engaging in the learning process. Learners may connect formal and informal learning processes using social networking sites. Social media has the potential to facilitate self-directed learning, which is an important skill for today's learners given the immediate availability to ever changing information resources. We will provide brief synopses of current research on social media and its impact on education and discuss possible applications to athletic training.

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