MOOCs as Supplement of Informal Education

2017 ◽  
Vol 9 (1) ◽  
pp. 10-25 ◽  
Author(s):  
Malgorzata B. Pankowska
Keyword(s):  
Informal Learning ◽  
Informal Education ◽  
Online Courses ◽  
University Education ◽  
Formal Learning ◽  
Knowledge Resources ◽  
Architecture Model ◽  
Autopoietic Organization ◽  
Informal Learning Environment ◽  
The University

The contribution covers discussion on informal university learning, which is a part of heutagogy. In the paper, the university learning is considered as autopoietic organization development as well as development of business organization strongly dependent on external knowledge resources. In general, university education space covers formal, informal, and non-formal learning. Nowadays, informal learning has an excellent opportunity for development, because of Web 2.0 ideas and solutions. In the paper, the architecture of informal learning environment is visualized in ArchiMate 4.0 beta version language. The main goal of the paper is to present informal learning architecture as supplement to the formal learning. The MOOCs (massive open online courses) are included in the architecture model for informal learning support.

MOOCs as Supplement of Informal Education

2018 ◽  
pp. 929-945
Author(s):  
Malgorzata B. Pankowska
Keyword(s):  
Informal Learning ◽  
Informal Education ◽  
Online Courses ◽  
University Education ◽  
Formal Learning ◽  
Knowledge Resources ◽  
Architecture Model ◽  
Autopoietic Organization ◽  
Informal Learning Environment ◽  
The University

The contribution covers discussion on informal university learning, which is a part of heutagogy. In the paper, the university learning is considered as autopoietic organization development as well as development of business organization strongly dependent on external knowledge resources. In general, university education space covers formal, informal, and non-formal learning. Nowadays, informal learning has an excellent opportunity for development, because of Web 2.0 ideas and solutions. In the paper, the architecture of informal learning environment is visualized in ArchiMate 4.0 beta version language. The main goal of the paper is to present informal learning architecture as supplement to the formal learning. The MOOCs (massive open online courses) are included in the architecture model for informal learning support.

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.

The effect of informal learning environment upon students’ understanding of science-technology-society-environment

2018 ◽  
Vol 4 (9) ◽  
pp. 22-37 ◽  
Author(s):  
Merve Cansu Ince ◽  
Bayram Costu
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Learning Environments ◽  
Informal Education ◽  
Structured Interviews ◽  
Informal Learning Environments ◽  
Science Technology Society ◽  
Science Technology ◽  
Informal Learning Environment ◽  
Out Of School

It is known that an informal learning environment (i.e., out-of-school) increases the quality of teaching and learning activities. Informal environments also provide many advantages such as enriching the content of learning. Moreover, it is emphasised that the science-technology-society-environment (STSE) learning does not effectively involve in the Turkish education system. From this point of view, informal learning environments should be considered in order to enable students’ understanding of the STSE relation. Within the scope of this study, it was aimed to determine the effectiveness of study visit on students’ understanding of STSE. The research was conducted with 14 male students in the 5th-grade level in the 2016– 2017 academic year. This research, which used a recycling-solid waste collection centre, a botanic garden, a planetarium, a science centre and a zoo, a few informal learning environments, was conducted according to the case study design method. In the study, views on science-technology-society questionnaire, semi-structured interviews, observation forms and diaries were used as data collection tools. The data indicated that the informal learning environments were inadequate to promote conceptual change; however, it was effective to comprehend newly learnt concepts. In addition, it was also concluded that informal learning environment provided students to capture the understanding of STSE relations. Keywords: Science-technology-society-environment (STSE), informal education, out-of-school environment.

scholarly journals Learning Outside Classrooms on Campus Ground: A case study in Malaysia

2018 ◽  
Vol 3 (9) ◽  
pp. 131
Author(s):  
Norhati Ibrahim ◽  
Nur Hafisah Fadzil ◽  
Masran Saruwono
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Publishing House ◽  
Learning Activities ◽  
Survey Techniques ◽  
Inventory Survey ◽  
Informal Learning Environment ◽  
The University ◽  
Quality Learning ◽  
Space Conditions

This paper reports an assessment on a physical informal learning environment at a public university in Malaysia. The physical aspects investigated were the space conditions and utilisation that support informal learning activities undertaken by students outside their formal lecture hours. The research was conducted to understand how existing university facilities accommodate informal learning, through the use of observational and field inventory survey techniques. The study shows that an existing traditional university setting could accommodate a range of informal learning activities, for a limited percentage of the university population. The setting for learning could be better improved through the creation of more varied space conditions for varying learning activities and engagement intensity. It also asserts that quality learning environment should go beyond fulfilling functional needs and cater for the learner’s emotional need for inspiration and sense of identity.Keywords: Learning; Informal setting; Higher educationeISSN 2398-4295 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

scholarly journals Changes in Education under the Influence of Digital Technologies: main Problems and Risk of Division

2020 ◽  
Author(s):  
Maria Kiseleva ◽  
Natalia Kiseleva ◽  
Evgeny Kiselev
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Digital Technologies ◽  
Conveyor Belt ◽  
Educational Process ◽  
University Education ◽  
Personal Contact ◽  
Multimedia Education ◽  
The One ◽  
The University

Digital technologies are rapidly changing the process of education. Online courses have become a common tool of gaining knowledge outside the university. Multimedia education, penetrating traditional educational institutions (schools, colleges, and universities), changes the structure of education and brings new elements to the communications during the educational process. This article considers one level of change in the model of education. On the one hand, there are advantages associated with the democratization of education. At the time of their foundation, universities were the creators of new elites – scientific and educational meanwhile, in the twenty-first century, the process of democratization and the accessibility of university education has been linked to the digitalization. On the other hand, territorial and other restrictions have been lifted. And this is a very controversial process that poses many challenges for students, one of the most noticeable of which is the lack of real contact with the teacher and the transformation of the educational process into an ”educational conveyor belt.” At the same time, personal contact with the teacher is becoming more expensive. The authors have collected studies that examine the dynamics of this emerging stratification of education. Based on the work of the pioneers in the study of digital education, the authors develop their ideas, focusing on the formation of the modern models of education, defined as affordable electronic and elite traditional. Keywords: online courses, online education, MOOC

Leisure Education in Context of Informal Education

2011 ◽  
Vol 1 (1) ◽  
pp. 33-43
Author(s):  
Miroslav Krystoň
Keyword(s):  
Informal Learning ◽  
Life Style ◽  
Informal Education ◽  
Learning Activities ◽  
Formal Learning ◽  
Specific Character ◽  
Social Changes ◽  
Educational Activities ◽  
Leisure Education ◽  
Different Types

The concept of lifelong and lifewide learning creates a space for different types of educational activities. In consequences of social changes and life style, we put more importance to learning activities of informal character besides formal learning. One of the informal learning typical forms is the leisure education. The thesis analyses historical bases, system characters and specific character types of leisure education.

scholarly journals Educating the citizen of academia online?

2011 ◽  
Vol 12 (4) ◽  
pp. 77 ◽  
Author(s):  
Mariann Solberg
Keyword(s):  
Online Education ◽  
Online Courses ◽  
University Education ◽  
The Arctic ◽  
Academic Education ◽  
Online Distance Education ◽  
Online Distance Learning ◽  
Online Distance ◽  
The University ◽  
Hans Georg Gadamer

<p>The Arctic is a vast, sparsely populated area. The demographic situation points to online distance education as a solution to support lifelong learning and to build competence in the region. An overall aim of all university education is what Hans Georg Gadamer calls Bildung, what we in Norwegian call dannelse and what Richard Rorty has called edification. A first problem to be addressed here is that in online distance learning some teachers find that is harder to support the development of the student’s voice. Being able to express oneself and to position oneself in a scientific community is vital for a well educated graduate. Another problem in online education has been the extensive use of writing as a means in the student’s learning process. Writing is vital to academic education, but in online courses there is in general a danger of overuse. At the University of Tromsø we have tested the web conference tool Elluminate Live. This is a real-time application, integrated in the University’s learning management system (LMS), Fronter. The application enables synchronous oral dialogue, simultaneous sharing of texts, and so forth. I present our main experience with the use of Elluminate Live and discuss the extent to which this application has turned out to be helpful in developing the quality of online courses.</p>

scholarly journals Experience of Application of Technology of Operation of Well on Concentric Lift Columns

2020 ◽  
Vol 129 (4) ◽  
pp. 58-64
Author(s):  
R. Z. Safieva ◽  
◽  
I. V. Edneral ◽  
A. V. Beloysov ◽  
◽  
...  
Keyword(s):  
Online Education ◽  
Oil And Gas ◽  
Ethical Issues ◽  
Online Courses ◽  
University Education ◽  
Digital Content ◽  
Government Agencies ◽  
High Quality ◽  
The University ◽  
Legal And Ethical Issues

The transition to online education, despite many organizational, technical, legal, and ethical issues debated in society, has occurred. In special periods of time, the availability of distance education technologies becomes critical, as it is now during the recognition of the spread of coronovirus as a pandemic. Given the severity of the issue, the university administration and the pedagogical community have to solve a number of issues for the development of online courses and the design of an individual educational trajectory for each student as soon as possible. There are done the practical results and presented the problems concerning the digital educational resources creation and implementation in the oil and gas university education regarding the authors’ experience. Combining the efforts of oil and gas universities is one of the effective ways to create a single educational space of high-quality digital content, in which all stakeholders are interested (students, employers, universities and government agencies).

scholarly journals Improved learning performance based on a flipped classroom concept – a case study

2016 ◽  
Author(s):  
Thomas Rachfall ◽  
Soeren Dressler
Keyword(s):  
Online Education ◽  
Flipped Classroom ◽  
Online Courses ◽  
Direct Interaction ◽  
University Education ◽  
Learning Performance ◽  
Digital Tools ◽  
Class Room ◽  
Improved Learning ◽  
The University

Aim of the research was to improve effectiveness of university education. With the use of new digital tools the learning processes in many different disciplines have been enhanced. However, the traditional class room training can hardly be replaced entirely as the students’ motivation drops with less direct interaction with the instructor. Hence small private online courses are more successful than massive online education. The authors have developed a sophisticated flipped classroom learning approach incorporating various digital tools ranging from different kinds of videos to a class response system combined with class room lectures. The case of the course introduction to management accounting at the University of Applied Sciences Berlin is been presented to demonstrate the usefulness of the flipped classroom concept. An empirical analysis confirms that the students’ acceptance is highest if various methods of teaching are been applied. In particular relying on digital tools only is seen as ineffective and of less value. Eventually, based on the analysis and classroom observations improvement opportunities have been derived in order to further increase the learning performance.

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.

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