scholarly journals Nomadic learners : an investigation of perceived affordances across formal and informal learning environments

2021 ◽  
Author(s):  
◽  
Amy M. Frisz-Conlon
Keyword(s):  
Informal Learning ◽  
Learning Environments ◽  
Technology Use ◽  
Critical Role ◽  
Formal Learning ◽  
Affordance Theory ◽  
Informal Learning Environments ◽  
Self Regulated Learning ◽  
Formal And Informal Learning ◽  
Regulated Learning

Learning environments play a critical role in learning outcomes. This ethnographic case study investigates adolescent students' use of formal and informal learning environments and their self-regulated learning and technology use in these spaces. The researcher has been immersed at this public high school research site as a school faculty member for over eight years. Data in the form of observations, interviews, cognitive maps, and photovoice blogs were collected from sixteen students and teachers over one year between 2018 and 2019. This research was collected in a technology corridor of the American southeast growing at an extremely rapid pace. Many new schools are being constructed to keep up with the severe population growth. The conceptual framework involves spatial preference and technology use related to self-regulated learning. Affordance theory buttresses the investigation. Research questions were What are students' spatial preferences in informal and formal learning environments? What are students' self-perceptions of learning in formal and informal learning environments? What are students' use of technology in informal and formal learning environments? Key findings offer a deeper understanding of adolescent use of formal and informal learning environments inside and outside of school settings. The design of the school building, as well as a myriad of residential environments, were investigated. Findings include types of spaces that manifested in both formal and informal learning environments. These types are gathering spaces, comfort spaces, evolving spaces, spaces to thrive and technologically splintered spaces. This work's knowledge contributions include a clearer understanding of adolescent use patterns across formal and informal learning environments. The implications of this study are the development of guidelines on adolescent self-regulated learning practices and technology related to the built environment. Theoretical contributions of this work include an extension of affordance theory and a greater understanding of how adolescents perform in learning behavior settings.

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.

An Investigation into EFL Pre-Service Teachers' Out-of-Class Self-Regulated Learning Experiences weith ICT

2020 ◽  
pp. 112-137 ◽  
Author(s):  
Saadet Korucu-Kis
Keyword(s):  
Learning Environments ◽  
Learning Experiences ◽  
Modern World ◽  
Future Research ◽  
First Year ◽  
Formal Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Information And Communication ◽  
Ict Tools

Self-regulated learning is one of the essential skills learners need to possess in times of rapid technological advancements to comply with the requirements of the modern world. Indeed, today's youth are assumed to be able to set their own goals, seek opportunities to attain these goals, and manage their learning environments to control their own learning owing to the omnipresence of information and communication technology (ICT) tools in every area of their lives including and especially in their educational lives. In this respect, this study aims to find out whether first-year English as a Foreign Language (EFL) pre-service teachers really make use of ICT tools to regulate their formal learning experiences in out-of-class settings. Results reveal that pre-service teachers most often fail in bridging in-class and out-of-class learning, and they generally engage in low-level self-regulated learning experiences. Implications arising from these findings are highlighted, and some future research possibilities are discussed.

Pedagogical Sustainability of Interoperable Formal and Informal Learning Environments

2011 ◽  
pp. 1-24 ◽  
Author(s):  
Sabrina Leone ◽  
Giuliana Guazzaroni
Keyword(s):  
Web 2.0 ◽  
Informal Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Approaches ◽  
Learning Networks ◽  
Informal Learning Environments ◽  
Formal And Informal Learning ◽  
The Individual

Nowadays interaction and networks appear to be crucial. The impact that new technologies have had in every field has flowed into a rethinking of knowledge, knowledge management, teaching and learning, networks and the individual. Formal, non-formal and informal learning have become key words of this age. New technologies and the revolution of Web 2.0 social tools have deeply influenced learning approaches. However, the effectiveness of Web 2.0 educational tools depends on the pedagogical sustainability beneath and on internationally shared standards to facilitate interoperability. This chapter aims to discuss the pedagogical sustainability of interoperable formal and informal learning environments. Advantages and drawbacks will be highlighted, in terms of technological and pedagogical effectiveness and appropriateness, through two case studies illustrating respectively the combined use of Moodle (LMS) and Elgg (PLE) at the University of Florence to facilitate lifelong learning, and a recent experience of integration of Moodle, Mediawiki and De.li.cious that we have carried out as PhD students in elearning at the Università Politecnica delle Marche.

scholarly journals Teachers views' on awareness of environmental acquiring in informal learning environments: The sample of Kocaeli Science Houses)

2013 ◽  
Vol 3 (1) ◽  
pp. 15-26 ◽  
Author(s):  
Ragıp Çavuş ◽  
Ünsal Umdu Topsakal ◽  
Aysun Öztuna Kaplan
Keyword(s):  
Informal Learning ◽  
Learning Environments ◽  
Learning Activities ◽  
Analysis Method ◽  
Informal Learning Environments ◽  
Purposeful Sampling ◽  
Content Analysis Method ◽  
Formal And Informal Learning ◽  
School Learning ◽  
Out Of School

The aim of this study is to determine the teachers' view about getting students be aware of awareness of environmental according to the activities in Science Houses. 15 Science and Technology teachers working in Kocaeli Science House participated to the search which has been carried out in 2011 - 2012.In this research fenomological approach has been applied. Purposeful sampling is used. Semi-structure interviews and open-ended question forms which were prepared by the researchers and checked by experts were applied as data collection tools. Content analysis method is used for data analyzing.Teachers who participated in this study emphasized the importance of out of school learning environments and also Science Houses' activities for awareness of environmental. Furthermore they added that formal and informal learning activities should be together and teachers should take students to the out of school learning environments.When the literature is examined it is seen that informal and formal leaning areas are both important for awareness of environmental. In this research views of teachers working in out of school learning environments about the activities and students' awareness of environmental are investigated according the literature. As a result of this study it is found that out of school learning environments are important for awareness of environmental and these areas and their activities should be increased. It is hoped that this research will help the investigators who want to study about out of school learning environments.

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