Online Participatory Learning for Low-Qualified Adult Learners

2021 ◽  
pp. 1117-1134
Author(s):  
Gilberto Marzano ◽  
Luis Ochoa Siguencia
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Informal Learning ◽  
Educational Programme ◽  
Peer Evaluation ◽  
Participatory Learning ◽  
Formal And Informal Learning ◽  
Training Event ◽  
Funded Project ◽  
Collaborative Training

Participatory learning and online learning are increasingly appealing as educational approaches which can positively affect learners. Participatory learning engages students as active participants in the full educational programme, including homework and exercises, whilst online learning offers tools that facilitate learners' collaboration and peer evaluation, minimising student and instructor overhead in the conduction of courses. This article reports on EScAlADE, a two-year EU-funded project initiated at the end of 2015, which focuses on the education of low-skilled adults through participatory online non-formal and informal learning. This article presents and discusses the first phase of the EScAlADE project. Indeed, although their project is still in progress, the authors decided to report on the survey they made at the beginning of the project as well as on a collaborative training event that took place in the intermediate project phase, since a few interesting findings have emerged from them.

Online Participatory Learning for Low-Qualified Adult Learners

2019 ◽  
Vol 14 (2) ◽  
pp. 50-66 ◽  
Author(s):  
Gilberto Marzano ◽  
Luis Ochoa Siguencia
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Informal Learning ◽  
Educational Programme ◽  
Peer Evaluation ◽  
Participatory Learning ◽  
Formal And Informal Learning ◽  
Training Event ◽  
Funded Project ◽  
Collaborative Training

Participatory learning and online learning are increasingly appealing as educational approaches which can positively affect learners. Participatory learning engages students as active participants in the full educational programme, including homework and exercises, whilst online learning offers tools that facilitate learners' collaboration and peer evaluation, minimising student and instructor overhead in the conduction of courses. This article reports on EScAlADE, a two-year EU-funded project initiated at the end of 2015, which focuses on the education of low-skilled adults through participatory online non-formal and informal learning. This article presents and discusses the first phase of the EScAlADE project. Indeed, although their project is still in progress, the authors decided to report on the survey they made at the beginning of the project as well as on a collaborative training event that took place in the intermediate project phase, since a few interesting findings have emerged from them.

scholarly journals A Comparison of Participation Patterns in Selected Formal, Non-formal, and Informal Online Learning Environments / Comparaison des modes de participation dans des environnements formels, non formels et informels d'apprentissage en ligne

2012 ◽  
Vol 39 (1) ◽  
Author(s):  
Richard Schwier ◽  
Jennifer Seaton
Keyword(s):  
Online Learning ◽  
Informal Learning ◽  
Learning Environments ◽  
Online Discussions ◽  
Transcript Analysis ◽  
Learning Context ◽  
Online Learning Environments ◽  
Analysis Tools ◽  
Formal And Informal Learning ◽  
Characteristic Features

Does learner participation vary depending on the learning context? Are there characteristic features of participation evident in formal, non-formal, and informal online learning environments? Six online learning environments were chosen as epitomes of formal, non-formal, and informal learning contexts and compared. Transcripts of online discussions were analyzed and compared employing Transcript Analysis Tools for measures of density, intensity, and reciprocity of participation (Fahy, Crawford, & Ally, 2001), and mean reply depth (Wiley, n.d.). This paper provides an initial description and comparison of participation patterns in a formal, non-formal, and informal learning environment, and discusses the significance of differences observed. La participation des apprenants varie-t-elle en fonction du contexte d'apprentissage? Existe-t-il des caractéristiques de participation spécifiques aux environnements formels, non formels et informels d'apprentissage en ligne? Six environnements d'apprentissage en ligne ont été sélectionnés pour illustrer les contextes formels, non formels et informels d'apprentissage et ont été comparés. Les transcriptions des discussions en ligne ont été analysées et comparées à l’aide des Transcript Analysis Tools pour mesurer la densité, l'intensité et la réciprocité de la participation (Fahy, Crawford, et Ally, 2001), ainsi que la profondeur moyenne de réponse (John Wiley & Sons, nd). Cet article décrit et compare les modes de participation dans un environnement formel, non formel et informel d'apprentissage, et discute la portée des différences observées.

Students as Communities of Non-Practice

2013 ◽  
pp. 225-232
Author(s):  
Stylianos Hatzipanagos
Keyword(s):  
Social Media ◽  
Online Learning ◽  
Communities Of Practice ◽  
Informal Learning ◽  
Virtual Communities ◽  
The Other ◽  
Formal And Informal Learning ◽  
Learning Set ◽  
Online Activities ◽  
Virtual Communities Of Practice

The concept of communities of practice has been particularly influential in education, particularly in online learning, where it has been adopted enthusiastically. This also applies to social media, where often engagement in online activities is interpreted somewhat uncritically as a set of behaviours and tendencies exhibited by virtual communities of practice. The notion is that social media can facilitate formal and informal learning because they are not content-centred but people-centred, open, and participative. On the other hand if embedding social media within learning set-ups sustains communities of practice that support learning, it is important to explore how and when this happens. The chapter explores the correspondence between the key constituent components of the CoP framework and the attributes of social media that allow claims about formation/sustenance of CoPs.

scholarly journals Use of Online Learning Resources in the Development of Learning Environments at the Intersection of Formal and Informal Learning: The Student as Autonomous Designer

2015 ◽  
Vol 5 (2) ◽  
pp. 95-113
Author(s):  
Maja Lebeničnik ◽  
Ian Pitt ◽  
Andreja Istenič Starčič
Keyword(s):  
Online Learning ◽  
Informal Learning ◽  
Student Teachers ◽  
Universal Design For Learning ◽  
Learning Resources ◽  
Inclusive Learning ◽  
Formal And Informal Learning ◽  
Design For Learning ◽  
Study Programs ◽  
Online Learning Resources

Learning resources that are used in the education of university students are often available online. The nature of new technologies causes an interweaving of formal and informal learning, with the result that a more active role is expected from students with regard to the use of ICT for their learning. The variety of online learning resources (learning content and learning tools) facilitates informed use and enables students to create the learning environment that is most appropriate for their personal learning needs and preferences. In contemporary society, the creation of an inclusive learning environment supported by ICT is pervasive. The model of Universal Design for Learning is becoming increasingly significant in responding to the need for inclusive learning environments. In this article, we categorize different online learning activities into the principles of Universal Design for Learning. This study examines ICT use among university students (N = 138), comparing student teachers with students in other study programs. The findings indicate that among all students, activities with lower demands for engagement are most common. Some differences were observed between student teachers and students from other programs. Student teachers were more likely than their peers toperform certain activities aimed at meeting diverse learner needs, but the percentage of students performing more advanced activities was higher for students in other study programs than for student teachers. The categorization of activities revealed that student teachers are less likely to undertake  activities that involve interaction with others. Among the sampleof student teachers, we found that personal innovativeness is correlated with diversity of activities in only one category. The results show that student teachers should be encouraged to perform more advanced activities, especially activities involving interaction with others, collaborative learning and use of ICT to plan and organize their own learning processes.

Article Review: The Impact of Fun and Enjoyment on Adult Learning

2019 ◽  
Vol 1 (2) ◽  
pp. 96
Author(s):  
Laily Yahya
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Teaching And Learning ◽  
Educational Programme ◽  
Continuous Quality ◽  
Teachers Beliefs ◽  
Critical Issues ◽  
Affective Experiences ◽  
The Impact

The article review of ‘The Impact of Fun and Enjoyment on Adult Learning’ (Lucardie, 2014) opens doors to the kaleidoscope of fun and enjoyment amongst adult learners. The essence of this review is an informative snapshot on the critical issues of how fun and joy have impacted adult learning through a qualitative research drawing upon traditions of phenomenology. It aims to explore the affective experiences of fun and enjoyment. This article review attempts to highlight an insightful assessment of the ideas and the arguments that are being discussed by the author. The different interpretation of this concept draws out contrasting elements between learners and teachers’ beliefs. A twist to this review is a reflective stance procured to address central issues emerging in the article related to the Malaysian context. It is through the lens of the reader, Continuous Quality Improvement (CQI):4R is proposed. This refers to the process of continuously improving the quality of teaching and learning of an educational programme. This review concludes with the framing of CQI:4R to illustrate reflect, revisit, realign and reconstruct processes that could possibly navigate the architectural landscape of the Malaysian Teacher Education.

Undergraduate Students Engagement in Formal and Informal Learning: Applying the Community of Inquiry Framework

2021 ◽  
pp. 004723952110625
Author(s):  
Suparna Chatterjee ◽  
Julia Parra
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Informal Learning ◽  
Undergraduate Students ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Research Question ◽  
Formal And Informal Learning ◽  
Community Of Inquiry Framework ◽  
Technology Course

The purpose of this qualitative case study is to examine the evidence of formal and informal learning of students in an undergraduate educational technology course for preservice teachers. The research question was, “How do undergraduate students in an educational technology course bridge formal and informal learning using Twitter?” The framework for this study was the Community of Inquiry. Directed content analysis was used on data extracted from Twitter. Key findings included, (1) evidence of cognitive, social, and teaching presence for students completing course activities using Twitter, that is, for their formal learning; and that (2) students developed competencies during formal course activities using Twitter that supported cognitive and social presence beyond the course requirements, that is, for their informal learning.

Negotiating the boundaries between the formal and the informal: An experienced teacher's reflective adaptations of informal learning in a keyboard class for at-risk students

2016 ◽  
Vol 33 (3) ◽  
pp. 309-326 ◽  
Author(s):  
Pamela Costes-Onishi
Keyword(s):  
At Risk ◽  
Informal Learning ◽  
Student Learning ◽  
At Risk Students ◽  
Experienced Teachers ◽  
Formal And Informal Learning ◽  
Pedagogical Approaches

The objective of this study is to address the important questions raised in literature on the intersections between formal and informal learning. Specifically, this will be discussed within the concept of ‘productive dissonance’ and the pedagogical tensions that arise in the effort of experienced teachers to transition from the formal to the informal. This case study discusses the issues that ensue when strict demarcations between formal and informal are perceived, and demonstrates that the former is vital to the facilitation of the latter. The blurring of formal and informal pedagogical approaches has shown that the concept of ‘critical musicality’ becomes more apparent in student learning and that engagement increases especially among at-risk students.

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