Role Of Informal Learning Research Articles

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.

Synthesis of Attitudes and Opinions of Enthusiasts on Self-Directed Language Learning with Online Language Resources

This study synthesized the attitudes and opinions of language enthusiasts engaged in self-directed language learning through online resources. Enthusiasts include those who have learned languages online or have a keen interest in the mode, whether formally or informally. The motivation for this study stems from the increasing trend of language learners turning to online platforms, driven by technological convenience and recent events like the COVID-19 pandemic. Notably, research primarily focuses on these resources in formal settings, leaving a gap in understanding their role in informal learning. The researchers employed a qualitative phenomenological approach, analyzing twenty opinionated articles from diverse online sources. A purposive sampling technique ensured a balanced representation of positive, negative, and neutral opinions. Data analysis involved extracting and thematising perspectives from authors, commentators, respondents and customer reviews, covering language learning applications like Duolingo, Rosetta Stone and Babbel. Enthusiasts predominantly view online platforms as effective when combined with traditional methods, emphasizing learner motivation as crucial to technology-enhanced language learning. The study calls for innovative approaches from resource designers and administrators to sustain user engagement. In summary, this study enhances the understanding of enthusiasts' attitudes and opinions regarding self-directed language learning through online resources, highlighting the interplay between technology, motivation and effective language acquisition.

How individuals learn to do more with less: The role of informal learning and the effects of higher-level education and unemployment in Ghana

ABSTRACT With a rapidly growing population, Africa faces a significant job creation challenge. One solution to this is to encourage local entrepreneurship. Yet, entrepreneurs are facing an environment where resources are scarce. A way to enact entrepreneurial opportunities in such a penurious environment is to use bricolage and create products or services by making do with what is at hand. We support the notion that bricolage can to some extent be learnt at the individual level. We examine this viewpoint in an empirical study in Ghana with 353 actual and aspiring entrepreneurs. We examine the direct effects of informal learning in the workplace on bricolage, while investigating the moderating effects of higher-level formal education and unemployment. Our findings show that bricolage can be fostered at the individual level through informal learning, and thereby enables individuals in Ghana to form opportunities through bricolage.

The role of informal learning in adults’ literacy proficiency

This study used the PIAAC dataset to compare the effects of informal literacy learning on adults’ literacy proficiency to those of formal and non-formal learning. The study participants were Nordic adults aged 35–65 years. The statistical method was regression analysis. The results indicate that informal literacy learning had the most significant effect on Nordic adults’ literacy proficiency. Non-formal adult education had a clearly smaller effect, and formal adult education seemed to have a negative effect when background factors were controlled for. Informal learning, particularly reading outside work, had a significant effect independent of adults’ backgrounds, indicating that it offers also less-educated and unemployed adults the opportunity to develop literacy proficiency.

Cyient: enabling innovation through idea tree initiative

Learning outcomes The case would help students to learn the concept of high involvement innovation activity and how to apply it in large service organizations to increase innovation involvement. The case will help the students to reflect on the significance of organizing structure and culture of an organization for enabling innovation and innovation process models. The case would further help the students to develop the skill to plan and implement simple, innovative innovation process models which will increase the ideation capabilities of the organization. The students will also be able to understand the role of informal learning in innovation and how to facilitate it. Case overview/synopsis Cyient – a global services firm – had always focused on innovation as a key strategic capability winning various annual client awards for over a decade. However, in 2012, Cyient missed the innovation awards which led to the introduction of Idea Tree initiative in Aerospace & Defense (AED) business unit of Cyient. Cyient was able to co-create patents and offer cost savings to its clients through the Idea Tree initiative. This cost-effective and unique initiative resulted in re-organizing the structure (from formal to a quasi-formal), culture (open to new ideas, mistakes and failures) and process (stage-gate) inside Cyient AED business unit. However, Idea Tree also suffers from challenges such as lack of a digital format, lack of corporate presence across Cyient and its highly informal nature. In this context, the CEO wants to review the Idea Tree initiative to decide on its future in Cyient. Complexity academic level The case is suitable for teaching multiple facets of innovation for MBA and Executive MBA classes in core Strategy, Managing Organizations and Entrepreneurship and for elective courses such as Innovation Management, Organizing for Innovation or HRM for Innovation. The case is suitable for both fresher and experienced participants. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 6: Human Resource Management.

Dad as a Coach: Fatherhood and Voluntary Work in Youth Sports

One central issue in sports is the role of informal learning in organized child and youth sport in contrast to learning in the school context of physical education (PE). In Scandinavia, the model for organizing sports include an independent sports organization that organizes child and youth training on many levels, including the grassroots level and elite competitions organized within non-profit clubs and based on non-salaried voluntary work. In contrast to the public schooling context where physical education is led by educated and professional PE-teachers, organized child and youth club sports are based on parental engagement. Drawing on ten interviews with male coaches training their own children, this study examines how fathers are handling learning in the dual position as a father and a coach. This narrative analysis focuses on the theoretical concept of dilemmatic spaces in interviews and shows how shared cultural and societal storylines are used by the parental coaches in their personal stories. The results illustrate three dilemmatic spaces of learning that the participants must rhetorically handle. The first dilemma illuminates the dual position of both being a father, and at the same time acting as a coach. In the second dilemma, the fathers are seeking to balance between care of their child and increasing performance development. The third dilemma is balancing the training as child/parent quality time and the need for children to develop autonomy. The results show how the dual position of being a father and a coach can be both an asset in the relational building but also highly problematic and, in any case, involves a relational identity change. Learning in this dual position means that the fathers cannot act entirely as a coaches and disregard or override their parental position.

Supporting newly-qualified teachers’ professional development and perseverance in secondary education: On the role of informal learning

ABSTRACTHigh percentages of newly qualified teachers (NQTs) drop out during their first 5 years in the classroom. Often, formal support systems are put in place to overcome ‘practice shock’. However, in this research, it was hypothesised that it is not the formal support structure put in place that determines whether starting teachers feel satisfied in their job and show perseverance but rather the amount of knowledge exchange that takes place. This was confirmed by the results of a first quantitative study. Then, a follow-up qualitative study showed that having the principal in the role of a mentor is often experienced as a mechanism of control or evaluation. Starting teachers prefer to choose their own mentor. They prefer their mentor not to be a superior but a close colleague whom they trust, who is teaching the same course in the same year. Our results have especially implications for onboarding of novice teachers. Since social informal learning (e.g. through the exchange of feedback with colleagues) benefits newly qualified teachers, it is important to create a safe and warm learning climate in which knowledge exchange can flourish. Also, NQTs should be given the opportunity to choose their mentor.

INFORMAL LEARNING: AN INNOVATION TOWARDS SUSTAINABLE DEVELOPMENT IN EDUCATION

Purpose of the study: The main purpose of this study is to identify how informal learning is an innovation in the education system for sustainable development of country and throw light on the role of informal learning in education for sustainable development and to identify the different ways of informal learning in education system.
 Methodology: This study is based on secondary data. The data has been collected from different journals, books, magazines, websites and different studies related to informal learning, education and sustainable development. The collected data has been extracted, reviewed, and concluded to identify how informal learning is an innovation towards sustainable development in education. The informal ways of learning in education can be the tool for sustainable development of a nation by providing better learning opportunities to the next generation students.
 Main Findings: Informal learning is a developing and innovative tool in education. Some of the informal ways of learning are self-learning approach, practical and interactive sessions on social issues, web-based learning, and informal conversation among students through creating informal spaces.
 Applications of this study: This study can be helpful is to provide a new innovative way of learning in the education of students for next generation. These ways of informal learning can be used by schools/colleges/institutes for learning of students.
 Novelty/Originality of this study: In this study informal ways among students learning has been described and their outcomes which can be used by schools/colleges/institutes as an innovative learning tool for better understanding of students. Not much work has been done in this area in India and informal learning is totally a new concept among students and in academics.

사회적 학습지원과 혁신행동과의 관계 - 무형식 학습의 매개효과, 조직정치 지각의 조절효과 -

사회적 학습지원과 혁신행동과의 관계 - 무형식 학습의 매개효과, 조직정치 지각의 조절효과 -

Developing Trainers for a Changing Business Environment: The Role of Informal Learning in Career Development

The purpose of this study is to explore the relationship among skill variety, autonomy, and job involvement with the mediating effect of informal learning in the South Korean business context. This study adopts a cross-sectional survey-based research design, drawing on the responses of 226 South Korean trainers to a survey regarding their facilitation experiences. Structural equation modeling is used in order to examine the influential relationship among the research variables. The results suggest that trainers exhibit higher levels of job involvement when they possess significant skill variety and high levels of autonomy and informal learning. Moreover, informal learning is shown to mediate the relationship between the job characteristics and job involvement. Recent changes in the knowledge economy have required professional trainers to expand their capabilities to lead organizations in the execution of business strategies. This study highlights the importance of informal learning to the trainers’ professional and career advancement.

Exploring informal workplace learning in primary healthcare for continuous professional development

Background and objectives: All health and social care professionals learn on the job through both formal and informal learning processes, which contributes to continuous professional development (CPD). This study explored workplace learning in General Practices, specifically looking at the role of informal learning and the workplace practices that appear to support or restrict that learning, as well as how technology was integrated into these learning processes.Methods: Three focus groups with general practitioners, practice nurses, managerial and administrative staff were conducted followed by twelve individual semi-structured interviews with participants drawn from the focus groups. Three observations of multi-disciplinary team meetings were used to establish potential team-based learning activities.Results: Triggers for informal workplace learning included patients presenting challenging or unusual conditions; exposure to others’ professional practice; and policy driven changes through revised guidance and protocols. By exploring how these triggers were acted upon, we identified mechanisms through which the primary care workplace supports or restricts informal learning through working practices, existing technologies and inter-professional structures.Conclusion: Informal workplace learning was identified as arising from both opportunistic encounters and more planned activities, which are both supported and restricted through a variety of mechanisms. Maximising informal learning opportunities and removing barriers to doing so should be a priority for primary care practitioners, managers and educators.

Defining and Creating Organizational Knowledge Performance

The literature on organizational learning has been described as “volcanic” (Easterby-Smith, Crossan & Nicolini, 2000) because of the persistent volume of studies on the construct, and some refer to it as a core idea in organizational theory (Prange, 1999). Yet, there has been conceptual and definitional confusion (Crossan, Lane & White, 1999; Templeton, Lewis & Snyder, 2002). In this paper, I trace the evolution of the theory of organizational learning to its manifestation in theories of the learning organization and the consequent impact on knowledge performance. The ideas of a learning organization or of organizational learning capability help leaders translate organizational learning into organizational capacities. Finally, the role of informal learning as a strategy to create a learning culture and enhance knowledge performance is explored.

Integrating the Linkages between Learning Systems and Knowledge Process: An Exploration of Learning Outcomes

This study intends to explore the influence of learning systems (formal and informal) and knowledge process integration on individual level learning outcomes. This article reviews the extensive literature on the role of learning systems to acquire, disseminate, interpret, and store knowledge within the organizational purview, which subsequently leads toward learning outcomes in the workplace. A methodical review of the literature has been conducted to explore the connection among learning systems, knowledge process, and learning outcomes. Based on the theoretical underpinnings, a conceptual framework has been proposed. Furthermore, this study incorporates a discussion on Huber’s (1991) learning components for achieving better learning outcomes. Findings of the study outline that the role of informal learning is preferential than formal learning system, which harmonizes with knowledge processes and subsequently affects organizational learning outcomes. Authors point out the potentiality of contextual factors to affect the aforesaid relationship. Later part of the study discusses implication, limitations, and future suggestions for the researchers.

“There’s got to be a better way to do this”: a qualitative investigation of informal learning among instructional designers

This study employed a qualitative research design to investigate informal learning among practicing instructional designers. Prior research has examined how instructional designers spend their time, make decisions, use theory, solve problems, and so on, but no published research has explored the nature and role of informal learning in instructional design work. Based on intensive interviews of practitioners in the field, this study produced eight themes organized according to two metathemes: (a) the nature of informal learning in instructional design practice and (b) instructional design as informal learning. Specific themes concerned what instructional designers learn through informal practical experience, how they learn it, and the meaning of this kind of learning for various aspects of their work. Overall, these results suggest that informal learning is a vital part of instructional design practice and that design itself can be thought of as a specialized type of informal learning. Other conclusions regarding informal learning in design are discussed and future directions for research are offered.

Conversion Aversion: Environmental Learning and PBS Viewer Preferences

Public Broadcasting System (PBS) television plays a unique role in informal learning for the US public. The network is generally perceived as one of the most reliable sources for information and has established itself as a primary distributor of natural history documentaries. Despite this long history, there is little survey data on what motivates viewership or how nature documentary viewing relates to environmental values, lifestyle choices, and learning outcomes. This article reports on a study of Californian PBS viewers’ environmental identity, values, patterns of visiting parks, reactions to the desirability of a series of nature program scenarios, and their reasons for these reactions. Results revealed that viewers who had visited a park or viewed another nature program in the past two years were more likely to watch PBS programs on environmental topics irrespective of the scenario, and were more likely to feel that their identity is interconnected with nature. However, analysis of comments suggested that there were a handful of priorities that may present challenges to attracting these viewers, such as a mistrust of science and political motives for producing nature documentaries. The paper suggests that nature program viewing is an identity reinforcing behavior where information is used to elaborate on existing values and beliefs. By understanding these priorities, environmental educators may be able to strategically shape programming and promotion to broaden and diversify audiences for nature documentaries.

Reflecting on the role of informal learning and visitor experience in science museums

This short comment presents a few suggestions for the enrichment of JCOM seen from the perspective of an informal learning expert.

Listening for Self-Reflective Talk in Visitors’ Conversations: A Case Study of the Exploratorium's Mind Collection

ABSTRACT Self-reflection is critical for visitors to make sense of an exhibit collection in which they are the subject of investigation and may play an important role in any informal learning context. This study examines this construct by listening for self-reflective talk at Mind, an exhibit collection focused on helping visitors explore aspects of themselves rather than external objects or phenomena. It addresses 3 questions: (a) What does self-reflective talk sound like in such a collection? (b) What categories of self-reflective talk are prevalent? (c) What types of exhibits engender what categories of self-reflective talk? Findings indicate that self-reflective talk comes in various forms. Self-monitoring talk, including self-assessments about how visitors are feeling and doing and what they know, is more prevalent than self-connecting talk, comments about visitors’ own lives, values, and their sense of self. Comparisons among different types of exhibits suggest that exhibits designed for multiple users prompt high frequencies of self-connecting talk and self-monitoring talk, whereas interactive exhibits and exhibits that pose a challenge elicit high frequencies of self-monitoring but not self-connecting talk. Additional work is needed to better understand self-reflection, its role in informal learning, and effective means of fostering self-reflection in science museums.

Resilience Among Social Workers: The Role of Informal Learning in the Workplace

In issues of key scholarly social work journals over the past few years (British Journal of Social Work, Practice and Australian Social Work), articles have addressed the importance of work-based resilience for social work professionals. To date, however, the process of developing resilience has not been well documented in the social work literature. A possible way forward lies in taking account of the practice wisdom and tacit knowledge generated through worker networks both within and beyond the worker's organisational setting. The authors canvass the possibility that worker resilience could be understood as a product of the professional learning process over time, as social work professionals actively create and consolidate norms about effective practice, through testing individual situations against an accumulating evidence base of successful practice.

The PhD game in a Middle Eastern setting: a small-scale study of science students in an Iranian university

While research is abundant on quality assurance in higher education, very little has been done to study informal learning in general and its relation to quality assurance in particular. Reporting on a study of informal learning among PhD students in natural sciences in an Iranian university, this article is an attempt to address this issue. Qualitative data from interviews and quantitative data from a questionnaire were used to investigate the extent to which a group of science PhD students resorted to informal learning strategies. The results suggest that far from a team-working culture one might expect to find among PhD students in the natural sciences, they often conceived of themselves as solitary researchers within the confines of their laboratories. It is argued that this is at least partly due to the reduction of the managerial role of PhD supervisors in the context under study. Given the significant role of informal learning among university students in general, and PhD students in particular, this should be incorporated into quality assurance procedures.

Social Exclusion and Career Development: A United Kingdom Perspective

Social exclusion can be defined in different ways, but a prominent definition—in relation to young people in particular—is exclusion from formal learning and paid employment. This ignores the role of informal learning and the informal economies. In England, career guidance services were remodelled to deal with the issue of social exclusion by reducing the size of the NEET (not in education, employment or training) group. The result was a significant erosion of mainstream career guidance provision for young people and of the professional status of careers advisers. It is concluded that career guidance services can certainly play a prominent role in policies designed to tackle social exclusion but that this should not be at the expense of their wider roles in policies relating to education and training and to the labour market.