Informal Learning Research Articles

Examining an Evolving Biologically Inspired Design Professional Learning Environment through Conjecture Mapping and Design-Based Research.

Biologically inspired design (BID) in engineering is a convergent, systematic approach that uses analogies from biological organisms to develop solutions for human engineering and design problems. Based on outcomes from prior studies of integrating BID in higher education, incorporating BID into pre-college education is a logical evolution. For effective BID instruction of these convergent concepts in pre-college education, teachers need to be well-equipped with biological, engineering, and pedagogical knowledge, both in general and those unique to the convergent, still evolving discipline. In this paper, we investigate the Professional Learning (professional learning) environment designed to foster engineering teachers' understanding of BID integration in engineering and to determine to what extent the evolving professional learning environment fostered engineering teachers' conceptual knowledge of BID across the three-year project. This design study applies conjecture mapping with design-based research (DBR) to examine a professional learning environment that changed over three summers and its impact on teachers' conceptual understanding of BID integration in engineering. The analysis indicates that a combination of experiential and informal learning experiences along with engagement in a formal design challenge promoted teacher enthusiasm and a conceptual understanding of BID across the three years. Professional learning fostered teachers' understanding of BID integration in engineering and enabled them to integrate BID into their engineering teaching practice.

The Impact of Shared Leadership on Informal Learning and Team Commitment: A Cross-Level Analysis

The Impact of Shared Leadership on Informal Learning and Team Commitment: A Cross-Level Analysis

Professional Learning in the International Baccalaureate Diploma Programme

The four International Baccalaureate (IB) programmes provide an inquiry- and concept-driven approach to teaching and learning in primary and secondary schools around the world. This educational philosophy is often different to teachers’ previous training and experience, yet little research has been done into how continuing professional development addresses the challenge of understanding and implementing the IB programmes. This phenomenological study explored the professional learning experiences of seven experienced IB Diploma Programme teachers working in different international schools. The findings provide a rich narrative of the teachers’ lived experience to show that, while official IB workshops are helpful in developing understanding of certain aspects of the Diploma Programme, ongoing, job-embedded learning is also required for deep understanding and effective implementation of the IB educational philosophy. This study shows how the theory of social constructivism provides a foundation for exploring a range of formal and informal learning options for teachers and schools to develop individual and collective understanding and implementation of the IB educational philosophy.

Disinterest, normalisation of gender violence and fear of being cancelled: Mediatised learning on antifeminist and anti-LGBTIQ+ discourses among teenagers in Barcelona

This article examines the proliferation of antifeminist and anti-LGBTIQ+ discourses among teenagers in Barcelona (Catalonia) and the role of media and the manosphere – online communities and spaces where discussions about masculinity, anti-feminism, gender relations and men's issues take place – on the pollination of these discourses. Through short-term ethnography conducted in three education centres, involving the collaboration of 59 teenagers between 14 and 18 years old, the study researches the discourses that young people embrace, what mediatised environments are referring to when they speak about gender, feminism and LGBTIQ+ topics, and the meaning young people give to these media content. Findings reveal the manosphere facilitates young people's access to masculinist cultures and point to the urge of addressing the affective dimension of it. To conclude, it highlights the need to challenge these informal learning spaces within contemporary youth culture to promote gender equality and social justice.

Sink or Swim? Empowering Trainees for Informal Learning to Improve Transfer and Distal Outcomes

Sink or Swim? Empowering Trainees for Informal Learning to Improve Transfer and Distal Outcomes

Linking EFL students’ psychological needs to engagement in Informal Digital Learning of English: a structural equation modeling analysis

EFL students are increasingly engaging in self-directed English learning in extramural digital settings (Informal Digital Learning of English; IDLE). However, effective strategies for boosting IDLE engagement are largely unexplored. The Basic Psychological Needs (BPNs) theory, a fundamental element of the Self-Determination Theory, proposes that fulfilling three core needs—autonomy, competence, and relatedness—is crucial for human well-being and optimal functioning. Hence, this study aims to investigate the potential connection between in-class BPNs and receptive (consuming content) and productive (producing content) IDLE activities. Data from 472 Kazakhstani EFL students across seven universities were analyzed using structural equation modeling. Our findings showed that students with higher overall BPNs engaged more in IDLE activities, particularly those with higher competence in both receptive and productive IDLE, and those with higher autonomy in productive IDLE. Surprisingly, relatedness was not a significant factor in IDLE. Our study offers the first empirical evidence demonstrating a positive link between BPNs and IDLE engagement. Pedagogically, educators can develop strategies aligned with students’ BPNs to enhance their IDLE engagement.

Occupational Identity Development through Informal Learning Experiences at Lifelong Educator

Occupational Identity Development through Informal Learning Experiences at Lifelong Educator

Transitions in social media use and social media use for transition

High school and college students are known to be heavy users of social media. Much of their use is focused on peer social interactions and entertainment, but social media is also a potential platform for informal networked learning. In this study, we examine how college students used social media to learn about and prepare for college, how they use it in the university context, and how their social media use has changed as they mature and transition from one educational setting to another. Undergraduate students at a large public research university completed an online survey about their social media uses and perceptions. In terms of using social media to support the high school to college transition, preliminary findings show that for many students social media provided a valuable source of information about colleges, and in particular helped them plan and begin to build their social and activity networks in their new setting. Once at college, social media continued to help provide connections, serving as a source of information about campus events and supporting social connections. Social media was less frequently used as a means of networking with instructors. Many students noted that their use of social media had changed in meaningful ways as they transitioned to college. These students indicated that their networks were now different, that their attitudes and uses had matured, and that they were better able to use their social media networks as a platform for awareness and change. Whether they perceived meaningful changes in their use of social media across the transition, most participants alluded to a desire to minimize drama, social comparison, and other ill effects of social media. As data analysis continues, we will be exploring differences across platforms and relationships in college-related social media use based on intensity of use and sense of belonging. The study has implications for how institutions offer and support the development of social media networks among prospective and current students and provides insight into mindsets that can support or inhibit greater use of social media as a platform for informal networked learning as youth transition from high school to college and eventually on to careers.

Open is not enough: design considerations for a networked data commons

Recently, researchers within the Networked Learning (NL) community have tried to (re)claim NL’s roots in critical pedagogy and (re)assert its commitment to social justice (Networked Learning Editorial Collective, 2021; 2021a). However, despite these avowed intentions, NL has also been criticised from within for “fail[ing] to take account of emancipatory struggles and political imperatives in society more broadly” (Networked Learning Editorial Collective, 2021a, p. 328). The suggestion is made to put NL “to work … to allow the concept of NL itself to become ‘networked’: to make connections, to interrelate, to transform, mutate, and hybridise in response to the pressing issues of our time” (Networked Learning Editorial Collective, 2021a, p. 359). In this paper, we take concepts from NL and put them “to work” in relation to the design of an informal digital learning environment – that is, a digital environment that lies outside of formal education provision, but that is intended to be a place where knowledge can be shared and circulated and where people encounter knowledge in ways that enable them to think, understand or act differently. The work was carried out in the context of a project aiming to develop design principles for an internet-based platform through people would be able to openly access, learn about and share publicly available data, using Scotland’s waste and re-use data as a case study. In this context, we plug NL into a theoretical and methodological design assemblage that connects concepts of openness, data literacy, (de)coloniality, and participatory design into new formations that we hope will allow these concepts to mutate and hybridise into something closer to the social justice ideals that NL claims.

Symposium 2: DIGIFLEX - from flexible and digital courses to an overall networked learning perspective on digital course design

The digital two-way communication that society expects today can be said to blur the boundaries between the universities and the surrounding society. As the campus becomes more of an open network, the gap between formal and informal learning narrows. One can see a shift towards a perspective of lifelong learning with a more social and global perspective. Seen in that perspective, higher education has a greater value for people, than just specific skills or a specific degree. How people in society interact with various groups and organizations on social media also demonstrates this development and it challenges how we traditionally view learning. It also affects how the university conducts course design. Students and educators have come to expect the use of new digital tools. Many of these tools contribute to interaction between educators and students in collaborative learning. In a societal perspective we see a two-way exchange of meanings and needs, which makes it possible to create solutions that neither the university nor organizations in society could have adopted on their own. The focus of this paper is the course design process of a commissioned education course, DIGIFLEX. The practice meanings from students, colleagues and a reference group are referred to as feedback loops. These feedback loops continuously drove the course design and development forward and clearly indicated the need for an adaption to a more societal context. The design process is described via three stages and two feedback loops. The first stage focused on finding a modern digital design with lots of audiovisual elements for short and flexible courses. In the first feedback loop, we gained inspiration via a learning technology conference, which led to sessions with reverse brainstorming where the project group further challenged the standard norm for course design. In step two, the pilot course was implemented with the new elements generated from the first feedback loop. We received support from a reference group with expertise in networked learning and the students evaluated the course. Our findings show a need for more dialogue and informal structure as complement to the existing digital course design. This insight was confirmed by the experiences and lessons learned from distance education during the pandemic. There is a need for a networked learning perspective in this kind of digital course design. More frequent reconciliations, evaluations of needs and expectations from the surrounding society is important for the success of similar projects in the future.

How Networked learning can facilitate professional development?

In this review article, our main goal is understanding the Networked Learnings used for professional development. Networked learning can be defined as a form of learning where information and communication technology (ICT) can be used to promote connections between learners and their peers, learners and tutors and learners and learning resources. Such networks play an important role in professional development of employees in different sectors, from high tech industries to traditional businesses, and in both formal teaching and educational programs and informal learning activities. In this review, we explore how networked learning contexts, domains, and levels of scale are practiced and reported in the academic literature. And finally, we will investigate support technologies that have been used to facilitate networked learning for professional development.

Exploring Digital Learning Opportunities and Challenges in Higher Education Institutes: Stakeholder Analysis on the Use of Social Media for Effective Sustainability of Learning–Teaching–Assessment in a University Setting in Qatar

The use of social media (SM) platforms in higher education has seen significant growth since the global pandemic disrupted traditional learning methods and forced stakeholders to explore alternatives. This trend is expected to continue with the rise of newer digital learning platforms, tools, programs and pedagogies, particularly within the context of the Fourth Industrial Revolution and the evolution towards Education 4.0 and Education 5.0. Despite a significant level of research into SM’s role in informal learning, there has been limited exploration of its integration into pedagogical practices, particularly regarding assessment challenges and innovations in university settings. Additionally, there is scarce research on mobile applications in academics, hindering the effective integration of SM platforms into curricula. This study addresses these gaps by examining stakeholder perceptions of using SM for educational purposes in a university setting in Qatar. Following a comprehensive and comparative literature review and analysis, a thematic analysis of interviews with 20 stakeholders revealed that SM platforms go beyond communication, serving as tools to enhance professional identity, reputation, research profiles, knowledge dissemination, and social practices, but they lack methodologies to integrate effective learning, either independently or in formal learning/teaching/assessment settings. This study proposes a framework to optimize the use of SM platforms, with a particular focus on sustainability, for lifelong learning and knowledge-based societies leading to more sustainable and prosperous economies. The findings encourage the reconsideration of digital assessment and the expansion pedagogical practices in alignment with modern social learning through an expansive array of SM tools and platforms.

The impact of national culture in predicting informal learning behaviors

PurposeThis study aims to investigate the impact of Hofstede’s six national cultural dimensions on informal learning behaviors (ILBs) and how they moderate the prediction of these behaviors by workplace interaction (WI), autonomy (WA) and readiness to learn (RtL).Design/methodology/approachCultural scores were extracted from The Culture Factor Group in 2023. Data on ILBs and their antecedents were selected from a Program for the International Assessment of Adult Competencies sample of 59,103 workers – 33 Countries. The authors applied hierarchical linear modeling (HLM) to analyze data.FindingsNone of those cultural dimensions had significant direct relationships with ILBs. The moderations were significant for power distance (ILBs with WA and RtL), individualism (ILBs with WI) and motivation toward achievement and success (ILBs with WA).Research limitations/implicationsThe cultural dimensions were limited to Hofstede’s model, and scores at the country level did not consider individual perceptions of them. The results provide empirical evidence for solid theoretical development on the impact of national culture on informal learning and the development of public policies to promote it.Originality/valueThe authors are unaware of other studies that have quantitatively investigated relationships between ILBs and their antecedents and the cultural dimensions using HLM. Findings from different countries allow for better generalization and may provide directions for research and the expansion of the nomological network on the impact of national culture on ILBs.

Evidence-based meets community-centred: A new approach to creating informal learning opportunities for children.

Informal learning spaces present ripe opportunities to supplement formal learning experiences. In this paper, we offer a new approach to creating enriching learning activities for public spaces that reflects evidence-based practices rooted in developmental psychology and uses community-centring practices from participatory research approaches. We first argue that extant theory and research supports the use of guided play pedagogy to foster learning. Second, we argue that effective translation of research to practice should incorporate community voices at every stage of the design, implementation and evaluation process. We describe a new initiative called Playful Learning Landscapes that reflects tenets of core developmental theory including constructivism and social learning theories as well as guided play pedagogy. Playful Learning Landscapes also extends the scope and scale of these evidence-backed theories by collaborating with communities to design activities for local community spaces. Taken together, we offer a way of upholding core developmental theory with equitable, culturally inclusive research and intervention practices. Transforming community spaces into hubs for children's learning promises wide-reaching implications for equitable access, school readiness and early childhood education.

Advising Leaders’ Perceptions of Advisor Workplace Learning

This study explores the perceptions of academic advising leaders regarding workplace learning for primary-role academic advisors in the United States. This research highlights the importance of self-directed learning, scholarly engagement, and graduate programs in the professional development of academic advisors. Through semi-structured interviews with 17 leaders of NACADA: The Global Community for Academic Advising, two themes emerged: self-directed learning and engagement, and scholarly engagement and understanding the field. The findings reveal that academic advisors, as proactive learners, continuously enhance their competencies through formal and informal learning activities, actively engaging with academic literature and professional networks. The study underscores the significance of preparing advisors to contribute meaningfully to their profession. By addressing the challenges and opportunities in workplace learning, this research contributes to the evolution and professionalization of academic advising, aligning with principles of Human Resource Development (HRD). The insights gained inform the design of effective professional development programs that enhance advisor skills and knowledge, ultimately leading to improved student outcomes and the advancement of the advising profession. This study bridges a critical gap in understanding the role of workplace learning in the continuous professional growth of academic advisors.

Unleashing entrepreneurial potential: venture creation and self-directed experiential learning on social media amongst secondary school-aged business owners

PurposeThis research paper aims to explore how secondary school-aged business owners utilise social media to engage in informal learning. The authors make use of the concept of a self-directed experiential learning cycle to empirically explore adolescents’ entrepreneurial learning processes without formal guidance or curriculum.Design/methodology/approachThe study adopts a one-on-one interview approach with a critical incident technique in interviewing to examine the experiences of 10 Grade 9–11 business owners who run social media-based businesses on Instagram.FindingsThe results demonstrate that student business owners were able to capitalise on social media for venture creation and informal learning. They effectively engaged in experiential learning cycles with active help-seeking and mentorship in response to challenges in their business journey. A variety of resources within social media, their social circle and the internet were employed by students, highlighting the role the self-directed element plays in their experiential learning process.Practical implicationsThe research urges institutions to recognise the potential of informal learning on social media and offer more support to strengthen students’ learning.Originality/valueThis research represents the first exploratory study on the potential of school-age teens’ self-initiated informal entrepreneurial learning while testifying the theory of the self-directed experiential learning cycle in the context of social media businesses. The study offers novel insights into the fields of students’ informal learning, entrepreneurial learning and social media learning.

Informal Learning in Business Internships in Higher Education – Findings from a Diary Study

Internships offer the opportunity to gain experience and skills by working in organisations or to establish a professional network, and there is empirical evidence of the positive effects of practical experience in higher education. However, there are only a few studies on the characteristics of workplace tasks that facilitate learning during internships. In this paper, we address this research gap by conducting a diary study to examine students' work tasks at the beginning and end of an eight-week business internship period, their perceptions of the tasks, and the influence of task characteristics on self-perceived learning. Analyses of approximately 2,000 work tasks documented by 51 students show that the frequencies of different work tasks did not differ substantially between the first and last week of the business internship. At both times of data collection, many students were engaged in organisational routine and administrative tasks, especially those with a domain-specific focus. However, the values for the assessment of task characteristics (such as challenge/difficulty) were higher at the beginning of the internship than towards the end. Causal analyses revealed that task characteristics such as novelty or feedback (from colleagues or supervisors) were positive predictors of self-perceived learning during both weeks, whereas the predictive power of other task features changed. For example, help received (from colleagues or supervisors) was a significant predictor in the first week of the internship but not in the last; the opposite was the case for autonomy. From these results, we derive implications for both future research and the active design of internships in the higher education context.

The role of participation in training in the relationship between informal learning and its antecedents

The role of participation in training in the relationship between informal learning and its antecedents

A research agenda for adult science entertainment events

ABSTRACT There is an international trend towards fun, irreverent, and social events that feature scientific themes and content. We argue that these events – what we call Adult Science Entertainment Events, or ASEEs – are a distinct phenomenon in science education and science communication, deserving of study in their own right. In addition to their anticipated value to hosting organizations, ASEEs offer new opportunities for adults to form, transform, or affirm their science-related identities. They may also exacerbate existing inequities, however. In this article, we discuss the relationship of ASEEs to other informal science learning environments, provide a narrative review of the existing research on ASEEs, and offer a preliminary research agenda focused on describing the emerging field, documenting goals and impacts, and understanding the impact of design decisions.

The impact of Teachers Professional Development on Learners Academic Performance in Selected Primary Schools in Kumi District

The study was aimed at on examining the effects of teacher professional development on learners’ academic performance in Kumi district. Teacher professional development is one of the concerns among different stakeholders who have interest in education in most of the developed and developing nations. With a lot of pressure among the educators to improve the academic performance among the learners, teachers’ continuous professional development has become a necessity for the schools that are committed to improving the academic performance of their learners. Teachers' professional development refers to a continuous process of acquiring new knowledge, skills, and competencies to improve their teaching practices and enhance student learning outcomes. This development can take various forms and often involves both formal and informal learning opportunities. The study was guided by three objective (i) To examine the relationship between workshops and learners’ academic achievements ii to establish the relationship between teacher leadership and learners’ academic achievements iii To assess the relationship between motivation and learners academic achievements. The key aspects of professional development include online courses motivation, teacher leadership, workshops and seminars, mentoring, collaborative learning, in-service training, graduate education, peer observation and conferences. The purpose of this research paper was to find out how teachers professional development affects the academic performance of learners in primary schools in Kumi. This research was conducted in selected primary schools in Kumi district.