Journal articles on the topic 'Informal learning at work'
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Moore, Alison L., and James D. Klein. "Facilitating Informal Learning at Work." TechTrends 64, no. 2 (December 6, 2019): 219–28. http://dx.doi.org/10.1007/s11528-019-00458-3.
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Kortsch, Timo, Eva-Maria Schulte, and Simone Kauffeld. "Learning @ work: informal learning strategies of German craft workers." European Journal of Training and Development 43, no. 5/6 (July 1, 2019): 418–34. http://dx.doi.org/10.1108/ejtd-06-2018-0052.
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Purpose In competitive labor markets, promoting employees’ learning becomes a key challenge for companies. However, in small German craft companies, employee development is always connected with worries about employee turnover. This study aims to investigate the current informal learning strategies of craft workers and how they use the strategies, the effect of learning on employees’ internal and external marketability and beneficial workplace characteristics (autonomy, feedback). Design/methodology/approach An online prestudy (N = 131) explored current informal learning strategies. In the main study (N = 526), cluster analysis was applied to identify patterns of informal learning strategies. The relations of these patterns to workplace characteristics and marketability were investigated. Findings Four informal learning strategies were found (informal learning from oneself, from others, from other sources and from new media). Craft workers used combinations of the strategies (i.e. patterns): three learning patterns (balanced high, person-oriented and balanced low) differed in intensity and combination with the learning strategy use. More intense learning patterns were positively related to internal marketability but were not related to external marketability. Higher autonomy and feedback availability were related to higher learning engagement. Research limitations/implications Studies should have a broader view of informal learning strategies concerning different learning patterns. The use of new media is a learning strategy that might increase in the future. Practical implications Craft companies could promote different informal learning strategies without worries about employee turnover. Originality/value The study reveals how German small- and medium-sized enterprise employees use informal learning strategies in digitalized times and how human resources development can use informal learning strategies.
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Jubas, Kaela, and Shauna Butterwick. "Hard/soft, formal/informal, work/learning." Journal of Workplace Learning 20, no. 7/8 (September 12, 2008): 514–25. http://dx.doi.org/10.1108/13665620810900337.
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Svensson, Lennart, Per‐Erik Ellström, and Carina Åberg. "Integrating formal and informal learning at work." Journal of Workplace Learning 16, no. 8 (December 2004): 479–91. http://dx.doi.org/10.1108/13665620410566441.
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Susomrith, Pattanee, and Alan Coetzer. "Effects of informal learning on work engagement." Personnel Review 48, no. 7 (November 4, 2019): 1886–902. http://dx.doi.org/10.1108/pr-10-2018-0430.
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Purpose The purpose of this paper is to explore the relationships between task-based and interactional informal learning practices in small professional services firms and the moderating role of proactivity in the relationship. Design/methodology/approach Job demand-resources theory was used to develop theoretical arguments for a link between informal learning and work engagement. Data were collected from 203 employees in professional services firms and analysed using structural equation modelling. Findings Analysis of the data showed that opportunities to learn through task-based learning processes and through interactions with supervisors and colleagues were positively related to employees’ levels of work engagement. Furthermore, the strength of relationships between these informal learning practices and work engagement was influenced by employees’ proactivity. Research limitations/implications The limitations pertain to the non-random sampling procedure, cross-sectional nature of the study and the use of self-report measures. These limitations were mitigated by employing rigorous analytical procedures. Practical implications The results suggest that managers are able to influence the quantity and quality of informal workplace learning through strategies such as selecting employees who have a propensity for proactive behaviour, encouraging proactive behaviour, enabling experimentation and reflection and fostering positive interpersonal relations. Originality/value The study links two streams of research that have seemingly not been connected previously. The results suggest that small firms are sites with abundant potential for development of employees’ knowledge and skills and the associated experiences of work engagement.
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Wolfson, Mikhail A., John E. Mathieu, Scott I. Tannenbaum, and M. Travis Maynard. "Informal field-based learning and work design." Journal of Applied Psychology 104, no. 10 (October 2019): 1283–95. http://dx.doi.org/10.1037/apl0000408.
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Attwell, Graham. "Work-Based Mobile Learning Environments." International Journal of Mobile and Blended Learning 2, no. 4 (October 2010): 19–28. http://dx.doi.org/10.4018/jmbl.2010100102.
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This paper examines the idea of a Work Oriented Mobile Learning Environment (WOMBLE) and considers the potential affordances of mobile devices for supporting developmental and informal learning in the workplace. The authors look at the nature and pedagogy of work-based learning and how technologies are being used in the workplace for informal learning. The paper examines the nature of Work Process Knowledge and how individuals are shaping or appropriating technologies, often developed or designed for different purposes, for social learning at work. The paper goes on to describe three different use cases for a Work Oriented Mobile Learning Environment. The final section of the paper considers how the idea of the WOMBLE can contribute to a socio-cultural ecology for learning, and the interplay of agency, cultural practices, and structures within mobile work-based learning.
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Lynn Thompson, Terrie. "Work‐learning in informal online communities: evolving spaces." Information Technology & People 24, no. 2 (June 7, 2011): 184–96. http://dx.doi.org/10.1108/09593841111137359.
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Kavasakalis, Aggelos, and Foteini Liossi. "Lifelong Learning Policies: The Case of Work-Based Learning." Journal of Education and Training 6, no. 2 (July 16, 2019): 30. http://dx.doi.org/10.5296/jet.v6i2.14804.
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In this paper the role of validation and recognition of non-formal and informal learning, focusing on work-based learning (WBL) is examined. The paper is based on the analysis of EU and international organizations policy documents related to developments in the areas of Lifelong Learning and the development of learning processes through WBL. In the first section, a general overview of the wider condition of the society and economy and the necessity of the discussion on the paper’s theme take place. In the next part of the paper a mention of key points of the European policies on life-long learning with the focus of recognition and validation of non-formal and informal learning is been presented. In the third part, the section before the concluding remarks, the theme of Work-based learning, the development of necessary validation processes and the challenges are being analyzed.
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Boud, David, and Heather Middleton. "Learning from others at work: communities of practice and informal learning." Journal of Workplace Learning 15, no. 5 (September 2003): 194–202. http://dx.doi.org/10.1108/13665620310483895.
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CARRASCO, TIELE SILVEIRA, and FRANCIELLE MOLON DA SILVA. "INFORMAL LEARNING AT WORK CONTEXT: A META-STUDY OF BRAZILIAN SCIENTIFIC PRODUCTION." RAM. Revista de Administração Mackenzie 18, no. 4 (August 2017): 137–63. http://dx.doi.org/10.1590/1678-69712017/administracao.v18n4p137-163.
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ABSTRACT Purpose: This study aimed at analyzing Brazilian scientific production about informal learning at work context in journals of Administration. Originalityvalue: Especially in Brazil, research on informal learning is featured as shallow, scattered type. Therefore this is a latent topic in the field of organizational learning. The aim, thus, is providing contribution to the characterization of this subject, indicating gaps and research possibilities from national scientific production. Design/methodology/approach: a meta-study analyzing a set of 36 studies published in Business journals was developed for this purpose, with no initial time delimitation until 2016. Findings: Results obtained indicated a slow increase on publications about informal learning since 2010. It can be inferred that researches aiming specifically at informal learning still occupy a small backward space highlighted by the investigation of how learning processes take place, mostly by means of qualitative researches, in a clear attempt to comprehending such phenomenon.
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Yoon, Sehyun, Jaemun Kim, and Jingu Lee. "Effect of Learning Agility on Innovative Work Behavior : Mediating Effect of Informal Learning and Work Engagement." Korean Journal of Human Resource Development 24, no. 4 (December 31, 2021): 1–32. http://dx.doi.org/10.24991/kjhrd.2021.12.24.4.1.
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Baguelin, Olivier, and Anne Fretel. "Informal Learning at Work and the Securing of Professional Mobility." Economie et Statistique / Economics and Statistics, no. 532-33 (July 11, 2022): 111–33. http://dx.doi.org/10.24187/ecostat.2022.532.2075.
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Richter, Svenja, Timo Kortsch, and Simone Kauffeld. "Understanding learning spillover: the major role of reflection in the formal–informal learning interaction within different cultural value settings." Journal of Workplace Learning 32, no. 7 (September 21, 2020): 513–32. http://dx.doi.org/10.1108/jwl-01-2020-0008.
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Purpose This study uses a holistic approach to learning at work to examine the role of reflection in the formal–informal learning interaction. The purpose of this study is to investigate how the reflection on a formal training affects the subsequent informal learning activities. This study also aims to provide insights into the effects of national culture values (in terms of uncertainty avoidance) on learning in the context of a globalized world of work. Design/methodology/approach In a longitudinal study, 444 employees working for a global acting automotive company located in 6 countries were surveyed 2 times (4–6 weeks between both measurements). Participants reflected on a training they participated in (t1: satisfaction and utility) and indicated their informal learning activities (t2). Structural equation modelling was used to investigate the effect of the reflection of training (t1) on the proceeding use of informal learning strategies (t2) and how uncertainty avoidance affects the use of different learning forms. Findings Results show a spillover effect: when employees reflect a formal training and rate it as satisfying, more use of informal learning proceeds. No effects were found for utility. Uncertainty avoidance had direct effects: high uncertainty avoidance results in better evaluations and more informal learning. Furthermore, uncertainty avoidance had an indirect effect on informal learning via reflection. Originality/value To the best of the authors’ knowledge, this study is the first to investigate the formal–informal learning interaction longitudinally and to introduce reflection as a mediator within this process. Furthermore, the study provides evidence that uncertainty avoidance is an important factor for formal and informal learning in the globalized world of work.
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Thi Minh Chau, Huynh, Nguyen Manh Tuan, and Truong Thi Lan Anh. "Some antecedents and outcomes of informal learning behavior in a virtual team." Science & Technology Development Journal - Economics - Law and Management 3, SI (April 11, 2020): SI14—SI23. http://dx.doi.org/10.32508/stdjelm.v3isi.607.
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Virtual teams are commonly used in businesses to meet employees’ needs for teleworking. Meanwhile, informal learning is a social phenomenon that influences work outcomes in learning organizations. Understanding informal learning behavior with its important antecedents and outcomes is necessary, especially in the context of teleworking via electronic communication media as virtual teams. This paper proposes and examines a structured model that describes the relationships among employee-coworker relationship quality, psychological empowerment, informal learning behavior, job performance, and job satisfaction of virtual team members. The results show a positive relationship between ((i) job performance and job satisfaction, (ii) informal learning behavior and job performance, (iii) psychological empowerment and informal learning behavior, (iv) employee-coworker relationship quality and psychological empowerment. The employee-coworker relationship quality, psychological empowerment, and informal learning behavior can explain 30.3% of the variance of job performance, indicating the role of informal learning behavior and its antecedents on the work outcomes of virtual team members.
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Livingstone, David W. "Hidden dimensions of work and learning: the significance of unpaid work and informal learning in global capitalism." Journal of Workplace Learning 15, no. 7/8 (December 2003): 359–67. http://dx.doi.org/10.1108/13665620310504855.
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Baral, Durga Prasad. "Developing a Typology of Informal Skills Learning Places in Nepal." Journal of Training and Development 5 (December 28, 2020): 3–15. http://dx.doi.org/10.3126/jtd.v5i0.33847.
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The dominant category of the labour forces of Nepal are the workers from the informal sectors where basically informal skills learning occurs during the work. However, informal skills learning is not only limited to informal sector jobs. It can take place in all types of organizations, enterprises, and institutions of both formal and informal sectors. It is estimated that more than eighty percent of workers in Nepal acquire their occupational skills during their work. However, it is not evident what are the typologies of working places of those informal skills learners. Taking a qualitative approach of inquiry, this paper analyses the existing legal frameworks and literature from domestic cultural practices. Based on this analysis, it presents a typology of informal skills learning places in Nepal developed mainly considering the points prescribed by Bailey (1994). It is claimed that the typology provides a sound conceptual basis for the identification of main categories and sub-categories of informal skills learning places in Nepal.
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Erjavec, Karmen. "Informal learning through Facebook among Slovenian pupils." Comunicar 21, no. 41 (June 1, 2013): 117–26. http://dx.doi.org/10.3916/c41-2013-11.
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Since existing research has failed to consider how primary school pupils use Facebook for informal learning and to enhancing social capital, we attempted to fill this research gap by conducting 60 indepth interviews and thinkaloud sessions with Slovenian primary school pupils. Furthermore, we used content analysis to evaluate their Facebook profiles. The results of the study show that Slovenian pupils regularly use Facebook for informal learning. Pupils are aware that they use Facebook for learning and they use it primarily as social support, which is seen as exchanging practical information, learning about technology, evaluation of their own and other people’s work, emotional support, organising group work and communicating with teachers. In using Facebook, pupils acquire bridging and bonding social capital; they maintain an extensive network of weak ties that are a source of bridging capital, and deeper relationships that provide them with emotional support and a source of bonding capital. Key differences between the participants were found in the expression of emotional support. Female participants are more likely to use Facebook for this purpose, and more explicitly express their emotions. This study also showed that our participants saw a connection between the use of Facebook and the knowledge and skills they believed their teachers valued in school. Teniendo en cuenta que la investigación ha descuidado el estudio de cómo los alumnos de primaria hacen uso de Facebook para el aprendizaje informal y cómo potencia el capital social, el presente trabajo intenta llenar dicho vacío con sesenta entrevistas en profundidad y el protocolo de pensamientos en voz alta con alumnos de escuelas primarias eslovenas. Para analizar el perfil de Facebook también incluimos un análisis de contenido. Los resultados del estudio demuestran que los alumnos eslovenos con frecuencia utilizan Facebook para el aprendizaje informal. El estudio no solo muestra que los estudiantes son conscientes del uso de Facebook para el aprendizaje y lo utilizan en primer lugar como apoyo social, sino también ofrece muestras de intercambio práctico de información, aprendizaje de tecnología, (auto)evaluación, apoyo emocional, organización de grupo de trabajo y comunicación con los profesores. Con el uso de Facebook, los estudiantes adquieren competencias relacionales y vinculación de capital social, pues mantienen una amplia red de lazos débiles, capaz de generar relaciones más profundas con apoyo emocional y fuentes de unión. Las principales diferencias entre los participantes se refieren a la expresión del apoyo emocional. Las participantes femeninas prefieren Facebook para dichos fines y expresan con más habilidad sus emociones. El estudio muestra además que nuestros participantes perciben una conexión entre el uso de Facebook y el conocimiento y destrezas que ellos pensaban que sus profesores valoraban en la escuela.
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Noronha Nassif, Elaine. "EMPLEABILIDAD Y APRENDIZAJE PERMANENTE EN LA ECONOMÍA FORMAL E INFORMAL: UN ANÁLISIS DEL TRABAJO DEL FUTURO EN EL HIPERCAPITALISMO." E-REVISTA INTERNACIONAL DE LA PROTECCION SOCIAL 5, no. 2 (2020): 314–29. http://dx.doi.org/10.12795/e-rips.2020.i02.14.
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Splitting of the Statement of the Centenary of the OIT on the “future of the Work” (2019), of the Recommendation 195 of the OIT on the Development of Human Resources (2004), of the Recommendation 204 on Transition of the informal work for the formal work (2015), of the Report on Women and Men in the Informal Economy (2018) and statistical used for this rule, this article analyses of critical form the relation between the formal and informal work of the point of view of the employability and of the permanent learning required at present in the skilled literature, to find the underlying profile of the “industrial army of reservation” that it needs capitalism in the future of the work of the fourth industrial revolution
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Tannenbaum, Scott I., and Mikhail A. Wolfson. "Informal (Field-Based) Learning." Annual Review of Organizational Psychology and Organizational Behavior 9, no. 1 (January 21, 2022): 391–414. http://dx.doi.org/10.1146/annurev-orgpsych-012420-083050.
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Most learning in the workplace occurs outside of formal learning environments—it happens informally, “in the field.” In this review, we share what is known about how such informal field-based learning (IFBL) works, offer guidance on how to promote healthy IFBL, and identify future research needs. We first situate IFBL within the broader stream of the learning literature. On the basis of the literature and organizational needs, we propose a CAM-OS framework that emphasizes five personal and situational readiness factors for enabling constructive IFBL: Capability, Awareness, Motivation, Opportunity, and Support. We use the framework to offer practical, evidence-based advice for each of three stakeholder groups—senior leaders, managers, and employees—and conclude with suggested avenues for future research. The review is grounded in the research literature with an emphasis on implications for practice.
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Jizat, Nor Atikah Md, and Muhammad Suhaimi Sulong. "Lecturer Perspective on Informal Learning Activities." Indonesian Journal of Educational Research and Technology 1, no. 1 (March 11, 2021): 23–26. http://dx.doi.org/10.17509/ijert.v1i1.32660.
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The purpose of this study is to understand the influence of formal and informal learning in class. This study also intends to find an informal learning method that applied to a higher education institute. The method that applied in this study is to obtain insight into various learning processes through semi-structured interviews with several practitioners such as lecturer. After the interview is over, these interviews are transcribed and analysed with the theory-based template which has been drafted before but with an open mind emerging theme. Results show that the frequency of informal learning activities mentioned the most is searching through electronic media and the internet followed by sharing material and resources and collaborating in such discussion. This suggests that lecturers observe students formal and informal activities that students performed consciously and unconsciously. This study gives impacts and is aware of the importance to support and evoke informal learning activities within and after formal learning. The application of Informal Learning can enhance positive work ethics, communication skills, teamwork, and decision making. In addition, the informal learning model contribution is that it could establish mentorship and social events and also improve workplace relationship.
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Smet, Kelly, Ilke Grosemans, Nele De Cuyper, and Eva Kyndt. "Outcomes of Informal Work-Related Learning Behaviours: A Systematic Literature Review." Scandinavian Journal of Work and Organizational Psychology 7, no. 1 (February 8, 2022): 2. http://dx.doi.org/10.16993/sjwop.151.
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Macneil, Christina. "The supervisor as a facilitator of informal learning in work teams." Journal of Workplace Learning 13, no. 6 (November 2001): 246–53. http://dx.doi.org/10.1108/eum0000000005724.
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Schürmann, Eva, and Simon Beausaert. "What are drivers for informal learning?" European Journal of Training and Development 40, no. 3 (April 4, 2016): 130–54. http://dx.doi.org/10.1108/ejtd-06-2015-0044.
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Purpose – The topic of informal learning at work has received increasing attention in the past years. The purpose of this study is to explore in which informal learning activities employees engage and what are the drivers for informal learning. Design/methodology/approach – Semi-structured interviews were taken from ten human resources (HR) and ten marketing employees working at a German machinery manufacturer. Findings – Employees mostly learn informally by talking or collaborating with others, searching information online, feedback giving and seeking from colleagues and supervisors and reading. Next, it was found that organizational drivers, task and job drivers, personal drivers and formal learning influenced employees’ informal learning. Background characteristics on the contrary were not found to influence informal learning. Overall, within these categories, the following drivers had the greatest influence on informal learning: commitment to learning and development, feedback as well as interactions with and support from colleagues and supervisors. Research limitations/implications – The design of this exploratory qualitative study brings some limitations. Based on the findings, suggestions for future quantitative and intervention studies are done. Practical implications – The results show how human resources development (HRD) professionals could better support employees’ engagement in informal learning and gives an overview of the determinants that could be influenced and in turn have a positive effect on employees’ informal learning. Originality/value – This study is one of the first studies unraveling informal learning as perceived by employees. It develops a comprehensive framework for categorizing drivers for informal learning.
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Yoon, Dong-Yeol, Seung-hyun Han, Moonju Sung, and Jun Cho. "Informal learning, organizational commitment and self-efficacy." Journal of Workplace Learning 30, no. 8 (November 16, 2018): 640–57. http://dx.doi.org/10.1108/jwl-02-2018-0034.
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Purpose This paper aims to explore a mediating effect of self-efficacy between individuals’ informal learning and their organizational commitment. Informal learning between individuals is critical in the workplace because sharing knowledge and expertise is directly related to employee’s attitude and organizational benefits such as enhanced performance and productivity. Of the many factors affecting organizational commitment, this research focuses on effects of informal learning and a mediating role of self-efficacy. Design/methodology/approach To address these research questions, this research analyzes survey data of 317 Korean workers. Through structural equation model analysis, the authors examine how informal learning affects employee commitment to organizations, where individual self-efficacy works as a mediator. Findings The analysis confirms that informal learning increases self-efficacy, whereas no directly influences organizational commitment. The analysis also demonstrates that self-efficacy mediates the relationship between informal learning and organizational commitment. This study confirms the positive relationship between informal learning and self-efficacy, whereas no direct relationship between informal learning and organizational commitment. Research limitations/implications This study has several limitations in terms of methodology. Data collection mainly relied on a survey method, which is a single source and raises the concern of common method bias. Therefore, future studies may use different types of data to solve the problem of common method biases. In addition, the study design was cross-sectional; therefore, it was unable to eliminate the biases caused by simultaneous data. Future studies can adopt a longitudinal design using different time stages to collect data in order to eliminate this bias. Originality/value The main reasons for the high rate of informal learning through activities such as on-the-job training, coaching, mentoring and community of practice include the increase in the efficiency of learning and reduction in learning costs by integrating learning and work and the effectiveness of informal learning in terms of improving performance. This research seeks to demonstrate how informal learning in the workplace influences employees’ commitment to the organization through self-efficacy.
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MacFadden, Bruce J. "Engaging Undergraduates in Informal Learning Experiences." Paleontological Society Special Publications 12 (2012): 247–56. http://dx.doi.org/10.1017/s2475262200009357.
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Undergraduate paleontology education typically consists of formal coursework involving the classroom, laboratory, and field trips. Other opportunities exist within informal science education (ISE) that can provide students with experiences to broaden their undergraduate education. ISE includes out-of-school, “free-choice,” and/or lifelong learning experiences in a variety of settings and media, including museums, science and nature centers, national and state parks, science cafes, as well as an evergrowing variety of web-based activities. This article discusses ISE as it pertains to university paleontology education and presents examples. Students can participate in the development and evaluation of exhibits as well as assist in the implementation of museum-related educational programs with paleontological content. They also can work or intern as explainers either “on the floor” of museums, or as interpreters at science-related parks. ISE-related activities can also provide opportunities to engage in citizen science and other outreach initiatives, e.g., with undergraduates assisting in fossil digs with public (volunteer) participation and giving talks to fossil clubs. During these activities, students have the opportunity to communicate about controversial topics such as evolution, which is neither well understood nor universally accepted by the general public. Engagement in these kinds of activities provides students with a combination of specialized STEM content (paleontology, geology) and ISE practice that may better position them to pursue nontraditional careers outside of the academic arena. Likewise, for students intending to pursue an academic career, ISE activities make undergraduate students better equipped to conduct Broader Impact activities as early career professionals.
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Olsen, Trude Høgvold, Tone Glad, and Cathrine Filstad. "Learning to learn differently." Journal of Workplace Learning 30, no. 1 (February 12, 2018): 18–31. http://dx.doi.org/10.1108/jwl-04-2017-0032.
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Purpose This paper aims to investigate whether the formal and informal learning patterns of community health-care nurses changed in the wake of a reform that altered their work by introducing new patient groups, and to explore whether conditions in the new workplaces facilitated or impeded shifts in learning patterns. Design/methodology/approach Data were collected through interviews with experienced nurses in community health care to learn whether and how they changed their learning patterns and the challenges they experienced in establishing new work practices. Findings In established learning patterns among nurses, the most experienced nurse passes on the knowledge to novices. These knowledge boundaries were challenged and they created new contexts and tasks calling for more cross-disciplinary cooperation. The informants acknowledged the need for formal and informal learning activities to change their learning pattern in addressing new knowledge challenges. Structural and cultural factors in community health care impeded changes in individual and collective learning patterns. Research limitations/implications This paper reports a single case study. Further study is needed on how changes in structural and contextual conditions challenge the established formal and informal learning patterns. Practical implications It is crucial that managers facilitate the development of new routines, structures and cultures to support individual initiatives and the growth of necessary changes in established practice to implement a new reform. Originality/value This study’s contribution to the literature primarily concerns how changes in structural conditions challenge formal and informal learning patterns, and the structural and cultural conditions for these learning patterns.
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Muir, Nita, and Jenny Byrne. "Constructive and negative aspects of social capital in work-related learning networks." Higher Education, Skills and Work-Based Learning 10, no. 2 (December 5, 2019): 420–33. http://dx.doi.org/10.1108/heswbl-08-2019-0104.
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Purpose The purpose of this paper is to discuss empirical findings from a study that investigated the work practices within an education network, with the aim of understanding the processes of knowledge development and learning process. Design/methodology/approach The research is interpretatively positioned through a qualitative case study methodology. This enabled a holistic portrait of the network activity using three different methods of data collection. These were a preliminary focus group, followed by documentary analysis of a significant number of artefacts/documents produced by the network which were triangulated with data from interviews using a cross-case analytical framework. Findings Empirical insights are provided into the practice of the network through a lens of social capital. It suggests that having a strong bonding social capital is an informal learning factor which develops the individual participants “skills and knowledge” within the framework of Boyers scholarly practice. The findings also indicate a “dark side” to this informal learning factor which impeded collective learning through exclusivity and a maintenance of the status quo within the network. Research limitations/implications Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to test the proposed propositions further. Practical implications The paper considers social capital within a network and the implication that this has on learning and development. Originality/value This paper provides insight into informal learning factors employed within work-related learning and the duality of social capital. It also offers a novel approach in understanding how nurse academics frame work-related learning through scholarly practice.
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Skule, Sveinung. "Learning conditions at work: a framework to understand and assess informal learning in the workplace." International Journal of Training and Development 8, no. 1 (March 2004): 8–20. http://dx.doi.org/10.1111/j.1360-3736.2004.00192.x.
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Eraut, Michael. "Informal learning in the workplace: evidence on the real value of work‐based learning (WBL)." Development and Learning in Organizations: An International Journal 25, no. 5 (August 23, 2011): 8–12. http://dx.doi.org/10.1108/14777281111159375.
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Farnham, Shelly, Michal Lahav, David Raskino, Lili Cheng, and Tom Laird-McConnell. "So.cl: An Interest Network for Informal Learning." Proceedings of the International AAAI Conference on Web and Social Media 6, no. 1 (August 3, 2021): 90–97. http://dx.doi.org/10.1609/icwsm.v6i1.14274.
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Web search engines emerged prior to the dominance of social media. What if we imagined search as integrating with social media from the ground up? So.cl is a web application that combines web browsing, search, and social networking for the purposes of sharing and learning around topics of interest. In this paper, we present the results of a deployment study examining existing learning practices around search and social networking for students, and how these practices shifted when participants adopted So.cl. We found prior to using So.cl that students already heavily employed search tools and social media for learning. With the use of So.cl, we found that users engaged in lightweight, fun social sharing and learning for informal, personal topics, but not for more heavyweight collaboration around school or work. The public nature of So.cl encouraged users to post search results as much for self-expression as for searching, enabling serendipitous discovery around interests.
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Jeong, Shinhee, Soo Jeoung Han, Jin Lee, Suravee Sunalai, and Seung Won Yoon. "Integrative Literature Review on Informal Learning: Antecedents, Conceptualizations, and Future Directions." Human Resource Development Review 17, no. 2 (April 27, 2018): 128–52. http://dx.doi.org/10.1177/1534484318772242.
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Despite intense interest in informal learning in the workplace, few attempts have been made to synthesize the current literature. This article provides an integrative and analytical review of prior empirical studies with two research questions: (1) How has informal learning been conceptualized and measured in prior research? and (2) What factors influencing informal learning in the workplace have been empirically identified? Based on the findings from the first research question, the authors propose a conceptual framework for understanding informal learning activities using three dimensions: learning competence, intentionality, and developmental relatedness. To answer the second question, Lewin’s field theory, which captures the importance of the person and the environment fit, was applied to identify antecedents of informal learning at the individual, group, and organizational levels. The authors then provide a critique of the state of the informal learning literature and outline targeted suggestions to guide practice and future empirical, theoretical work.
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Sharma, Antima, and Dr Rinku Raghuvanshi. "INFORMAL LEARNING: AN INNOVATION TOWARDS SUSTAINABLE DEVELOPMENT IN EDUCATION." Humanities & Social Sciences Reviews 7, no. 4 (September 9, 2019): 303–8. http://dx.doi.org/10.18510/hssr.2019.7439.
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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.
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DONATO, ANTONELLA, HELGA CRISTINA HEDLER, and FRANCISCO ANTONIO COELHO JUNIOR. "INFORMAL LEARNING EXERCISE FOR TIC PROFESSIONALS: A STUDY AT THE SUPERIOR MILITARY COURT." RAM. Revista de Administração Mackenzie 18, no. 1 (February 2017): 66–95. http://dx.doi.org/10.1590/1678-69712017/administracao.v18n1p66-95.
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ABSTRACT Purpose: Describe the informal learning strategies used by the IT and Communication professionals (TIC) of the Superior Military Court (STM), discussing their importance for professional development and labor skills related to the maximization of the results of human performance. Originality/gap/relevance/implications: The research proved the differences in the use of the learning strategies among the TIC professionals and made it possible to capture the meaning of informal learning by professionals. Key methodology aspects: The mixed methodology was applied and a questionnaire was created based on the studies of Camillis and Antonello (2010), Antonello (2011b), Pantoja and Borges-Andrade (2009), Lohman (2009), Berg and Chyung (2008) and Cunningham and Hillier (2013). Descriptive statistical analyses for quantitative data and thematic and categorical analyses were made for the content of the open answers. Summary of key results: Five categories of informal learning were identified: interpersonal relationships; work practices; sharing knowledge; unsystematic training and autonomous. Informal learning depends on: 1. interpersonal relationships, 2. plan for work practices, 3. sharing the knowledge, and 4. autodidactism. Some factors were considered facilitators and/or inhibitors and favorable and/or unfavorable to informal learning. Key considerations/conclusion: The professionals describe informal learning as something difficult to prove and that the same thing happens through practice and the exercise of their skills. For future research, it was suggested the following: 1. analyze the influence of environment variables when employing the use of informal strategies of learning; 2. relate the learning of TIC professionals to the initiatives of knowledge management in the Organization; and 3. observe the role of leadership in the process of informal learning among professionals.
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Park, Young, and Yong-Ju Jung. "Exploring the Meaning of Mobile Learning for Informal Learning." International Journal of Knowledge Society Research 4, no. 2 (April 2013): 75–83. http://dx.doi.org/10.4018/jksr.2013040109.
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This study defines mobile technology (specifically in this study, smart phone technology) as a contemporary learning tool and environment that can make a difference in users’ informal learning practice. Currently, in Korea, there are thirteen millions smart phone users and the number of smart phone users worldwide is expected to exceed one billion by 2013. Mobile technology is, therefore, becoming a device that many people carry every day and its possibility to facilitate learning seems to be highly promising. With such societal and cultural movement in mind, to understand the nature of mobile users’ experiences and their meanings in terms of learning, the study investigates (a) users’ actual experiences in using mobile, (b) users’ perceptions toward the effectiveness and meaning of mobile for learning, and (c) the characteristics of informal learning appeared through mobile learning. In other words, the study aims to suggest practical guidelines by answering to the following inquires; 1) which experiences do the mobile users perceive conducive to learning? 2) depending on how users understand and define learning in general, does it influence on their use and perception of mobile as a learning tool?, and 3) what can be the most effective way of using mobile for learning in relation to the perspectives of informal learning? Here, the theory of informal learning is applied as a framework. Informal learning, in a broader sense, defines everyday experiences from which we learn something (Merriam & Cafarrella, 1999). According to Schugurensky (2000), informal learning can take different forms due to the presence or absence of intentionality and awareness of learning. He defines informal learning in three forms - self-directed learning, incidental learning, and socialization. While mobile learning has been researched a lot recently, its potential for informal learning, especially for adults has hardly been studied. The research study was conducted in Korea in summer, 2011 and plans to conduct the sequel in USA in fall, 2011. The online survey questionnaire consisted of 20 questions was developed and implemented and the mixed research methodology was applied in that it included both quantitative multiple-choice items and qualitative open-ended questions. The initial findings show that the majority of participants became aware of positive changes in everyday life, including learning. Also, three forms of informal learning: directed learning, incidental learning, and socialization were respectively identified in this environment. More specifically, mobile is perceived to be meaningful especially for directed (or self-regulated) learning while it is seen to be least beneficial for incidental learning. For socialization, interestingly, only certain participants agree that it has occurred through mobile learning or may occur. Finally, the participants find mobile the most useful for information search and knowledge acquisition. In conclusion, the mobile platform can facilitate different types of informal learning and work not merely as a learning tool but a learning environment ultimately. It particularly seems to enhance adults’ learning more enriched and prospered.
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Rensing, Christoph, and Doreen Böhnstedt. "Informelles, Ressourcen-basiertes Lernen." i-com 11, no. 1 (March 1, 2012): 15–18. http://dx.doi.org/10.1524/icom.2012.0005.
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Summary Resource-based Learning is a widely spread form of learning, especially in work life, with the necessity to gain knowledge and competencies based on a specific demand. Mostly, this form of learning is informal which manifests in the lack of integration in an institutionally shaped learning setting and a high level of self-regulation on the learner’s side. This article summarizes the challenges of informal, Resource-based Learning, focusing on learning with the help of internet resources, gives an overview of existing works which are addressing the affiliated challenges, and poses some further research questions.
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Clark, Kaye. "The Strengths and Weaknesses of a “Learning While Earning” Variation of Work-Integrated Learning." International Journal of Quality Assurance in Engineering and Technology Education 3, no. 4 (October 2014): 52–65. http://dx.doi.org/10.4018/ijqaete.2014100102.
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The background focus of this discussion about work-integrated learning is the three streams of undergraduate Built Environment programs at Central Queensland University that are accredited by their relevant industries. The students' truly work-integrated learning experience may be considered to be a 'self-paced flexible learning while earning' process. Relevant background theories of philosophy and the more recent manifestations of WIL are discussed at length in considering the strengths and weaknesses of the formal and informal opportunities for putting theory into practice in the alternative form of work integrated learning.
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Lee, SeongJoong, and TaeYong Yoo. "The effect of continuous learning activity on organizational commitment and work engagement." Korean Journal of Industrial and Organizational Psychology 26, no. 1 (February 28, 2013): 47–72. http://dx.doi.org/10.24230/kjiop.v26i1.47-72.
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The first purpose of this study was to examine the effect of continuous learning activity on organizational commitment and work engagement. The second purpose was to testify the mediating effect of self-perceived employability in the relationship between continuous learning activity and organizational commitment/work engagement. The third purpose was to examine the moderating effect of informal networking of employees in the relationship between continuous learning activity and self-perceived employability. The fourth purpose was to examine the moderating effect of distributive justice in the relationship between self-perceived employability and organizational commitment, and the final purpose was to testify the moderating effect of growth needs in the relationship between self-perceived employability and work engagement. Data were gathered from 264 employee who were working in various organizations in Korea. As results, continuous learning activity had positive relationships with organizational commitment and work engagement. Self-perceived employability had mediation effect in the relationship between continuous learning activity and organizational commitment/work engagement. Informal networking of employees had moderating effect in the relationship continuous learning activity and self-perceived employability because the relationship was more positive when informal networking of employees was high than low. Distributive justice had moderating effect in the relationship self-perceived employability and organizational commitment because the relationship was more positive when distributive justice was high than low. Also growth needs had moderating effect in the relationship self-perceived employability and work engagement because the relationship was more positive when growth needs was high than low. The implications for research and practice, limitations, and future research tasks were discussed.
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Clark, Ian, and Trevor Colling. "Work in Britain's Informal Economy: Learning from Road-Side Hand Car Washes." British Journal of Industrial Relations 56, no. 2 (November 23, 2017): 320–41. http://dx.doi.org/10.1111/bjir.12286.
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Pejoska, Jana, Merja Bauters, Jukka Purma, and Teemu Leinonen. "Social augmented reality: Enhancing context-dependent communication and informal learning at work." British Journal of Educational Technology 47, no. 3 (April 12, 2016): 474–83. http://dx.doi.org/10.1111/bjet.12442.
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Brigham, Susan M., Catherine Baillie Abidi, Evangelia Tastsoglou, and Elizabeth Lange. "Informal Adult Learning and Emotion Work of Service Providers for Refugee Claimants." New Directions for Adult and Continuing Education 2015, no. 146 (June 2015): 29–40. http://dx.doi.org/10.1002/ace.20129.
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Marques, Ana Paula, Ana Isabel Couto, and Paula Rocha. "Entrepreneurial Learning in Higher Education: Perceptions, Realities and Collaborative Work from the Stakeholder Point of View." European Journal of Social Sciences Education and Research 5, no. 1 (December 30, 2015): 255. http://dx.doi.org/10.26417/ejser.v5i1.p255-262.
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In recent years, Portuguese universities have diversified their strategies for the promotion of entrepreneurial education among (under/post) graduates, both through formal education and non- formal and informal activities. Indeed, Higher Education Institutions can provide entrepreneurial learning opportunities for students, stimulating new attitudes and behaviours towards entrepreneurship. In terms of non-formal and informal learning, various types of activity are of particular significance, and include entrepreneurship promotion and skills-based training, as well as monitoring of the development of ideas and projects. These activities are undertaken by various higher education stakeholders and key-actors, who contribute to the construction of an entrepreneurial ecosystem, and increase entrepreneurial spirit in (under/post) graduates. The research reported here is based on the main findings gathered from the ongoing project "Entrepreneurial Learning, Cooperation and the Labour Market: Good Practices in Higher Education (POAT-FSE)", focusing particularly on the results of a survey questionnaire completed by a diverse sample of entities linked to Portuguese public Higher Education Institutions (HEIs) and working to promote non-formal and informal entrepreneurial activities, as well as a set of case studies carried out regarding examples of best practice in Portuguese Higher Education. In doing so, this paper aims to highlight the importance of non-formal and informal learning, and to contribute to reflection on the added value of inter-organizational cooperation and collaborative work.
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Clark, Kaye. "The Strengths and Weaknesses of a ‘Learning while Earning' Variation of Work-Integrated Learning (WIL)." International Journal of Quality Assurance in Engineering and Technology Education 3, no. 3 (July 2014): 55–67. http://dx.doi.org/10.4018/ijqaete.2014070102.
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The background focus of this discussion about work-integrated learning is the three streams of undergraduate Built Environment programs at Central Queensland University that are accredited by their relevant industries. CQU's students' truly work-integrated learning experience may be considered to be a 'self-paced flexible learning while earning' process. Relevant background theories of philosophy and the more recent manifestations of WIL are discussed at length in considering the strengths and weaknesses of the formal and informal opportunities for putting theory into practice in this alternative form of work integrated learning.
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Berg Jansson, Anna, and Åsa Engström. "Conditions for Workplace Learning Among Professional ‘Temps’: A Qualitative Study of Temporary Agency Nurses in Sweden." Vocations and Learning 15, no. 1 (February 28, 2022): 155–76. http://dx.doi.org/10.1007/s12186-022-09283-x.
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AbstractAdopting a theoretical perspective that acknowledges both formal and informal learning as crucial and emphasises reproductive and developmental learning as complementary, this article analyses and discusses temporary agency nurses’ experiences of working and learning, focusing on conditions for workplace learning. This provides opportunities to address questions about conditions for the integration of work and learning in a work situation characterised by flexibilization and individualisation. More specifically, among individuals moving between different organizational contexts rather than working at ‘a’ (single and stable) workplace provided by the employer. By presenting findings based on a thematic analysis of 21 interviews with individual temporary agency nurses working in Swedish health care, both opportunities and challenges for workplace learning is highlighted. While opportunities for informal learning linked to the movement between various client organizations as well as to nursing as common ground and as valued and recognized competence, is identified, at the same time, challenges connected to both formal and informal learning, are also illuminated. Regarding informal learning, challenges in terms of varied and general support and feedback as well as scarce opportunities and low expectations for the temporary agency nurses’ participation in development work in daily work/at client organizations, is identified. The findings thus also illuminate a risk for temporary agency nurses adjusting to prevailing working conditions rather than engaging in developmental learning. Regarding formal learning, challenges in terms of few opportunities for planned learning activities, is identified. All in all, the findings illuminate conditions for workplace learning for temporary agency nurses as clearly dependent not only on the offers of specific temporary work agencies and client organisations, but also on temporary agency nurses’ interest in and views regarding responsibility for learning, and thus highly varying.
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Phuong, Nguyen, Pham Quynh, and Hoang Hien. "Supportive Work Environment and Teacher’s Innovative Work Behaviour: The Mediating Role of Informal Learning in Vietnam." Review of Economics and Finance 19 (2021): 97–106. http://dx.doi.org/10.55365/1923.x2021.19.10.
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Willis, Peter. "‘Practice Story Exchanges’ and their Creative Invitation to Informal Learning." International Journal of Adult Vocational Education and Technology 4, no. 3 (July 2013): 57–66. http://dx.doi.org/10.4018/ijavet.2013070106.
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This is a study of how members of a collaborative group interested in promoting convivial civilisation in human society took up exchanging practice stories – stories of doing something or seeing something done as examples of convivial backyard civilisation – in order tacitly to create an informal learning environment where practices of such a convivial backyard civilisation could seem normal, desirable and do-able. Practice story exchanges were an attempt to ‘tell the truth but tell it slant’ as Emily Dickenson put it, to work tentatively and collaboratively avoiding too much direct confrontation and rigid debate. This paper talks of the work of creating conviviality to redress an over emphasis on productivity in society; of the nature and importance of informal learning and its links with story exchanges and how this is pursued in the work of the Australian Centre for Convivial Backyard Civilisation (ACCBC).
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Pennings, Helena Josefina Maria, Charelle Bottenheft, Gillian C. Van de Boer-Visschedijk, and Hester Elisabeth Stubbé. "Judging informal learning interventions: a vignette study." Journal of Workplace Learning 32, no. 1 (November 16, 2019): 1–15. http://dx.doi.org/10.1108/jwl-02-2019-0027.
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Purpose Informal learning is seen as the most important way to acquire and develop the skills and competencies required for work. The Dutch Defence organisation (DDO) aims to use the opportunities for development of employees that informal learning offers better and is looking for suitable interventions. Four possible interventions to improve informal learning were developed, based on factors that influence informal learning. The purpose of this paper is to assess how Dutch Military personnel rate these interventions and to gather their opinions and preferences per intervention. Design/methodology/approach A total of 96 employees completed an online mixed-method vignette study. In the questionnaire, the four interventions were introduced by a visualisation in the form of a “comic strip” (vignette), and respondents’ perceptions were measured with multiple choice and open-ended questions. Findings Respondents clearly indicated a preference for two of the four interventions, i.e. informal mentorship and safe learning environment. They provided numerous advantages and disadvantages per intervention. They also indicated that all four interventions could be used throughout the entire Dutch Defence Organisation. Research limitations/implications The results contribute to a thoughtful design of interventions that can be used in practice; also, the interventions can be improved based on the advantages, disadvantages and suggestions formulated by the respondents in this vignette study. Originality/value The designs of interventions are studied in a systematic way by the target population before they are actually developed and implemented. In addition, the use of “comic strips” and visualisations in vignette studies is quite original.
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Ying, Ong Jun, Muhammad Mun'im Ahmad Zabidi, Norhafizah Ramli, and Usman Ullah Sheikh. "Sentiment analysis of informal Malay tweets with deep learning." IAES International Journal of Artificial Intelligence (IJ-AI) 9, no. 2 (June 1, 2020): 212. http://dx.doi.org/10.11591/ijai.v9.i2.pp212-220.
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<table width="593" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="387"><p>Twitter is an online microblogging and social-networking platform which allows users to write short messages called tweets. It has over 330 million registered users generating nearly 250 million tweets per day. As Malay is the national language in Malaysia, there is a significant number of users tweeting in Malay. Tweets have a maximum length of 140 characters which forces users to stay focused on the message they wish to disseminate. This characteristic makes tweets an interesting subject for sentiment analysis. Sentiment analysis is a natural language processing (NLP) task of classifying whether a tweet has a positive or negative sentiment. Tweets in Malay are chosen in this study as limited research has been done on this language. In this work, sentiment analysis applied to Malay tweets using the deep learning model. We achieved 77.59% accuracy which exceeds similar work done on Bahasa Indonesia.</p></td></tr></tbody></table>
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Sharafizad, Jalleh. "Informal learning of women small business owners." Education + Training 60, no. 1 (January 8, 2018): 82–103. http://dx.doi.org/10.1108/et-01-2017-0006.
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Purpose The purpose of this paper is to investigate women small business owners’ informal learning behaviour. There is limited qualitative research that examines women small business owners’ learning process and this study aims to address this gap. The study was driven by the following research questions: “Do women small business owners prefer informal learning to formal training?” and if so, “Why do women small business owners prefer informal learning to formal training?” and “If informal learning is preferred, what role do networking and mentoring play in this learning process?” Design/methodology/approach Semi-structured interviews were conducted with 28 Western Australian women small business owners who were recruited through purposive sampling methods. Findings The small business owners had a strong preference for informal learning. Participants used their own work experience and knowledge to start-up their businesses. A low uptake of formal training was found due to time and resource constraints and personal preferences. Participants relied on contacts within their networks to acquire knowledge or they hired others who possessed the requisite knowledge or skill. Only a small portion of participants had mentors or acted as a mentor. Research limitations/implications This study has limitations that tend to be commonly found in exploratory studies, such as a small sample size. Practical implications The research has implications for recognised training institutions that are engaged in entrepreneurship education. By gaining greater understanding of the nature of learning in small business, they may be able to offer more affordable and flexible informal courses that specifically target women small business owners, incorporate mentorship programs within their business courses by engaging with industry partners, or appoint instructors with industry contacts and experience, to provide mentoring support for these business owners. Originality/value This research responds to calls for studies aimed at developing a more nuanced understanding of the learning behaviour of women small business owners.
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Wright, Ruth, and Panagiotis Kanellopoulos. "Informal music learning, improvisation and teacher education." British Journal of Music Education 27, no. 1 (January 26, 2010): 71–87. http://dx.doi.org/10.1017/s0265051709990210.
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This paper1 explores firstly the sense in which improvisation might be conceived of as an informal music education process and, secondly, the effects of a course in free improvisation on student teachers' perceptions in relation to themselves as musicians, music as a school subject and children as musicians. The results of a study conducted in two Greek universities are presented. Using a narrative methodology, examples of data from the reflective diaries or learning journals which 91 trainee teachers kept as part of their participation in an improvisation module are presented and discussed. The argument is made that improvisation, as a particular type of informal music learning process, has an important role to play in fostering the qualities required of teachers to work with informal pedagogies in music education. Furthermore, we would suggest that such musical experiences might gradually lead to the development of a critical perspective on both music education theories and practices. Improvisation might emerge as a moment and a practice of rupture with linearity of progress, working against reification of knowledge and glorification of received information. The findings suggest that improvisation might offer a route for creating an intimate, powerful, evolving dialogue between students' identities as learners, their attitudes towards children and their creative potential, and the interrelationships of the notions of expressive technique and culture, thus becoming ‘an act of transcendence’ (Allsup, 1997, p. 81). We propose that the issue of connecting informal learning and improvisation might be resolved by regarding improvisation as an exemplary case of creating a communicative context where most representations/conceptualisations/struggles to solve problems are left implicit. Such experiences for pupils and teachers alike might further extend the social and personal effectiveness of informal learning as music pedagogy.