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Journal articles on the topic 'Informal learning'

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Published: 4 June 2021
Last updated: 22 June 2024

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1

Callanan, Maureen, Christi Cervantes, and Molly Loomis. "Informal learning." Wiley Interdisciplinary Reviews: Cognitive Science 2, no. 6 (May 9, 2011): 646–55. http://dx.doi.org/10.1002/wcs.143.

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2

Martin, Daniel, and Brad Hokanson. "Informal Learning." International Journal of Designs for Learning 13, no. 2 (December 5, 2022): 100–108. http://dx.doi.org/10.14434/ijdl.v13i2.33876.

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This paper describes the development and execution of an exhibition in an academic museum setting. The exhibitionis presented as a self-directed learning intervention. The development process included conceptual development, the selection of exhibition materials, the creation of didactic written materials, spatial arrangement of the materials, organizing the flow and interaction of the exhibition, and analysis of the results of the exhibition. We find that interactivity is a viable means to drive interest in the subject(s) of an exhibition and that crowds can make informed decisions about the perception of displayed objects. We propose that interactive didactic exhibitions such as this show potential for successful self-directed learning in a variety of contexts and that further study of the results of such exhibitions are necessary.
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Levinsen, Karin Tweddell, and Birgitte Holm Sørensen. "Formalized Informal Learning." International Journal of Digital Literacy and Digital Competence 2, no. 1 (January 2011): 7–26. http://dx.doi.org/10.4018/jdldc.2011010102.

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Longitudinal research projects into social practices are both subject to and capture changes in society, meaning that research is conducted in a fluid context and that new research questions appear during the project’s life cycle. In the present study emerging new performances and uses of ICT are examined and the relation between network society competences, learners’ informal learning strategies and ICT in formalized school settings over time is studied. The authors find that aspects of ICT like multimodality, intuitive interaction design and instant feedback invites an informal bricoleur approach. When integrated into certain designs for teaching and learning, this allows for Formalized Informal Learning and support is found for network society competences building.
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4

Kirkland, Jennifer M. "Informal Learning Basics." Performance Improvement 52, no. 3 (March 2013): 41–44. http://dx.doi.org/10.1002/pfi.21335.

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Clapham, Andrew. "Enacting Informal Science Learning: Exploring the Battle for Informal Learning." British Journal of Educational Studies 64, no. 4 (May 21, 2016): 485–501. http://dx.doi.org/10.1080/00071005.2016.1179716.

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6

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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Marsick, Victoria J., and Karen E. Watkins. "Informal and Incidental Learning." New Directions for Adult and Continuing Education 2001, no. 89 (2001): 25. http://dx.doi.org/10.1002/ace.5.

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8

Yoon, Dohye. "Understanding the Informal Learning in Lifelong Learning : Focused on the Heuristic Model." Koreanisch-Deutsche Gesellschaft Fuer Erziehungswissenschaft 29, no. 1 (April 30, 2024): 23–47. http://dx.doi.org/10.26894/kdge.2024.29.1.23.

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The purpose of this study is to identify the meaning of informal learning for adult learners in lifelong learning by reviewing discourses in pedagogy related to informal learning and introducing heuristic model for practical research on informal learning. To this end, after reviewing the main perspectives on the meaning of informal learning, which has been conventionally discussed in educational research, in detail, the trends in informal learning research in three areas primarily observed in lifelong learning (informal learning in the workplace, multicultural informal learning, and community informal learning) were examined. Adult learners’ informal learning occurs through interactions between society, culture, media, or members in the everyday learning environment based on sociocultural context to which they belong, such as society, community, and workplace. Based on this, a heuristic model of informal learning was introduced that takes into account the social conditions of learners that can produce continuous informal learning as well as individual learner aspect. In the end, as a comprehensive perspective to understand human learning in the further research, the research direction for informal learning research and the expectation for the analytical foundation of practical research to support adult learners' informal learning was suggested.
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9

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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10

Lindeman, Cheryl. "Informal STEM Learning: Cultivating Curiosity." International Journal of Science, Mathematics and Technology Learning 27, no. 2 (2020): 25–34. http://dx.doi.org/10.18848/2327-7971/cgp/v27i02/25-34.

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11

Milligan, Colin, Allison Littlejohn, and Anoush Margaryan. "Workplace Learning in Informal Networks." Journal of Interactive Media in Education 2014, no. 1 (March 21, 2014): 6. http://dx.doi.org/10.5334/2014-06.

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12

Reardon, Robert F. "Informal learning after organizational change." Journal of Workplace Learning 16, no. 7 (October 2004): 385–95. http://dx.doi.org/10.1108/13665620410558288.

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JENKINS, WM, MD BOLTON, RJ PLANK, IW BURGESS, and CJ BROWN. "COMPUTER ASSISTED LEARNING. INFORMAL DISCUSSION." Proceedings of the Institution of Civil Engineers 84, no. 1 (February 1988): 173–76. http://dx.doi.org/10.1680/iicep.1988.161.

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Sefton-Green, Julian. "Informal Learning: Substance or style?" Teaching Education 14, no. 1 (April 2003): 37–51. http://dx.doi.org/10.1080/10476210309391.

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15

Paris, Scott G. "Situated Motivation and Informal Learning." Journal of Museum Education 22, no. 2-3 (January 1997): 22–27. http://dx.doi.org/10.1080/10598650.1997.11510356.

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Bernadette van Rijn, Monique, Huadong Yang, and Karin Sanders. "Understanding employees' informal workplace learning." Career Development International 18, no. 6 (November 25, 2013): 610–28. http://dx.doi.org/10.1108/cdi-12-2012-0124.

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Rogoff, Barbara, Maureen Callanan, Kris D. Gutiérrez, and Frederick Erickson. "The Organization of Informal Learning." Review of Research in Education 40, no. 1 (March 2016): 356–401. http://dx.doi.org/10.3102/0091732x16680994.

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Eraut *, Michael. "Informal learning in the workplace." Studies in Continuing Education 26, no. 2 (July 2004): 247–73. http://dx.doi.org/10.1080/158037042000225245.

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Griffiths, David, and Francisco José García Peñalvo. "Informal learning recognition and management." Computers in Human Behavior 55 (February 2016): 501–3. http://dx.doi.org/10.1016/j.chb.2015.10.019.

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20

Neathery, Madelyn Faye. "Informal learning in experiential settings." Journal of Elementary Science Education 10, no. 2 (July 1998): 36–49. http://dx.doi.org/10.1007/bf03173783.

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Kyndt, Eva, Eva Vermeire, and Shana Cabus. "Informal workplace learning among nurses." Journal of Workplace Learning 28, no. 7 (September 12, 2016): 435–50. http://dx.doi.org/10.1108/jwl-06-2015-0052.

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22

Schmidt-Crawford, Denise, Ann D. Thompson, and Denise Lindstrom. "TECH Talks: Inspiring Informal Learning." Journal of Digital Learning in Teacher Education 32, no. 3 (May 25, 2016): 83–84. http://dx.doi.org/10.1080/21532974.2016.1187052.

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23

Roßnagel, Christian Stamov, Melanie Schulz, Michael Picard, and Sven C. Voelpel. "Older Workers’ Informal Learning Competency." Zeitschrift für Personalpsychologie 8, no. 2 (April 2009): 71–76. http://dx.doi.org/10.1026/1617-6391.8.2.71.

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Abstract. In a co-operation between Jacobs University and a German mail-order company, we explored age differences in informal learning competency. To reconcile the needs for practically relevant results and rigorous assessment, we relied on a two-step research strategy. First, we conducted an on-line survey of informal learning competency with employees from three age groups. Second, we followed up on the underlying processes in an experimental setting. The insights into the drivers of and barriers to learning competency inform the planning of tailored ”learning to learn” workshops that can fruitfully be integrated into the company’s T & D programme to promote sustainable career-long learning.
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Corrigan, Siobhán, and Elizabeth A. Curtis. "Facilitating informal learning in nursing." British Journal of Healthcare Management 23, no. 1 (January 2, 2017): 22–27. http://dx.doi.org/10.12968/bjhc.2017.23.1.22.

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Almas, Synnove Hofseth. "Professions, competence and informal learning." Journal of Interprofessional Care 20, no. 5 (January 2006): 569–70. http://dx.doi.org/10.1080/13561820600918242.

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26

McGivney, Veronica. "Informal Learning: A Neglected Species." Journal of Adult and Continuing Education 7, no. 2 (September 2001): 101–7. http://dx.doi.org/10.1177/147797140100700207.

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If we want to encourage wider participation in organised learning and promote a culture of lifelong learning then learning should be conceptualised in a broader, more inclusive and less linear way. Despite an ostensible policy interest in informal learning it is largely ignored and the signs are that it will not be given any priority by the English Learning and Skills Councils. This may be because the existence of a hierarchy of what is valued as learning and because informal learning is so disparate and widespread, it is difficult to track what is taking place. As a result it is difficult to assess the outcomes in ways that would be acceptable to policy-makers and funding bodies. To bring about a culture of lifelong learning the assumption that people who do not engage in formal learning are deficient in learning and skills should be challenged. There should be recognition that many who do not engage in formal learning have gained a wealth of knowledge and experience from their informal learning. This means that we must abandon the term ‘non-learner’.
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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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Rothwell, William J., and H. C. Kazanas. "Informal learning in the workplace." Performance + Instruction 29, no. 3 (March 1990): 33–36. http://dx.doi.org/10.1002/pfi.4160290309.

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Garrick, John. "Informal learning in corporate workplaces." Human Resource Development Quarterly 9, no. 2 (1998): 129–44. http://dx.doi.org/10.1002/hrdq.3920090205.

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English, Leona M. "Spiritual Dimensions of Informal Learning." New Directions for Adult and Continuing Education 2000, no. 85 (2000): 29–38. http://dx.doi.org/10.1002/ace.8503.

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31

Song, D., and J. Lee. "Has Web 2.0 revitalized informal learning? The relationship between Web 2.0 and informal learning." Journal of Computer Assisted Learning 30, no. 6 (March 11, 2014): 511–33. http://dx.doi.org/10.1111/jcal.12056.

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Folkestad, Göran. "Formal and informal learning situations or practices vs formal and informal ways of learning." British Journal of Music Education 23, no. 2 (June 29, 2006): 135–45. http://dx.doi.org/10.1017/s0265051706006887.

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During the last decade there has been an awakening interest in considering not only formalised learning situations within institutional settings, but also all the various forms of informal musical learning practices outside schools. Informal musical learning outside institutional settings has been shown to contribute to important knowledge and aspects of music education. In this article, I will examine research studies which in different ways focus on formal and informal learning situations and practices or formal and informal ways of learning. I will consider the relationship between music education as praxis (music pedagogy) and as research, and the relationship between these two facets of music education and the surrounding society. I will identify four different ways of using and defining formal and informal learning, respectively, either explicitly or implicitly, each one focusing on different aspects of learning: (i) the situation, (ii) learning style, (iii) ownership, and (iv) intentionality. Formal – informal should not be regarded as a dichotomy, but rather as the two poles of a continuum; in most learning situations, both these aspects of learning are in various degrees present and interacting. Music education researchers, in order to contribute to the attainment of a multiplicity of learning styles and a cultural diversity in music education, need to focus not only on the formal and informal musical learning in Western societies and cultures, but also to include the full global range of musical learning in popular, world and indigenous music in their studies.
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Federman, Jessica E. "Regulatory focus and learning." European Journal of Training and Development 44, no. 4/5 (February 5, 2020): 425–47. http://dx.doi.org/10.1108/ejtd-09-2019-0164.

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Purpose The purpose of this study is to understand how regulatory focus influences informal learning behaviors. A growing body of research indicates that regulatory focus has significant consequences for goal pursuit in the workplace, yet it has not been readily studied or applied to the field of human resource management (Johnson et al., 2015). This is one of the few studies to examine the relationship between informal learning and regulatory focus theory that can be applied to the training and development field. Design/methodology/approach Using a qualitative research design, a semi-structured interview was used to increase the comparability of participant responses. Questions were asked in an open-ended manner, allowing for a structured approach for collecting information yet providing flexibility for the sake of gaining more in-depth responses. An interview guideline was used to standardize the questions and ensure similar kinds of information were obtained across participants. A typological analytic approach (Lincoln and Guba, 1985) was used to analyze the data. Findings In a sample of 16 working adults, (44% female and 56% male), participants who were identified as having either a promotion- or prevention-focus orientation were interviewed about types of informal learning strategies they used. The results revealed that performance success and failure have differential effects on learning behaviors for prevention and promotion-focus systems. Stress and errors motivate informal learning for the prevention-focus system, whereas positive affect motivates informal learning for the promotion-focus system. Prevention-focus participants articulated greater use of vicarious learning, reflective thinking and feedback-seeking as methods of informal learning. Promotion-focus participants articulated greater use of experimentation methods of informal learning. Originality/value This study provides an in-depth understanding of how regulatory focus influences informal learning. Few studies have considered how regulatory focus promotes distinct strategies and inclinations toward using informal learning. Performance success and failure have differential effects on informal learning behaviors for regulatory promotion and prevention systems. This has theoretical and practical implications in consideration of why employees engage in informal learning, and the tactics and strategies they use for learning.
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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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Malmierca, María José Rodríguez. "B-learning for Parents’ Informal Learning: PARENTS project." Literacy Information and Computer Education Journal 1, no. 1 (March 1, 2010): 28–32. http://dx.doi.org/10.20533/licej.2040.2589.2010.0005.

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Andjelkovic Labrovic, Jelena, Aleksandar Bijelic, and Gordana Milosavljevic. "Mapping Students’ Informal Learning Using Personal Learning Environment." Management - Journal for theory and practice of management 19, no. 71 (June 1, 2014): 73–80. http://dx.doi.org/10.7595/management.fon.2014.0009.

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Hunter, Jonathan, and Andrew Cox. "Learning over tea! Studying in informal learning spaces." New Library World 115, no. 1/2 (January 7, 2014): 34–50. http://dx.doi.org/10.1108/nlw-08-2013-0063.

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Purpose – The purpose of this paper is to offer an exploratory investigation of students' use of informal learning spaces for their studies at the University of Sheffield. Previous research has mainly focused on formal learning spaces such as libraries and lecture theatres, but there is an increasing recognition of the value of informal learning spaces such as coffee bars. Design/methodology/approach – Questionnaires, observations and interviews were the sources of data for the study. The research approach particularly looked at how students used informal learning spaces and what their perceptions of the spaces were. Findings – Analysis showed that students found that the background atmosphere greatly influenced their choice of study location and that technological devices were only used sparingly. Students adapted their study habits to fit the learning spaces that they liked. Originality/value – Although, attention is often paid to the furniture and colour schemes in libraries, this article makes librarians consider the importance of all sensual stimuli in making libraries warm, friendly and homely spaces. The “Model of Zengagement” was developed to show how stimuli from the background atmosphere influences' students' study experience.
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Twidale, Michael B. "Over the Shoulder Learning: Supporting Brief Informal Learning." Computer Supported Cooperative Work (CSCW) 14, no. 6 (November 22, 2005): 505–47. http://dx.doi.org/10.1007/s10606-005-9007-7.

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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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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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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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Regel, Imke Julia, and Matthias Pilz. "Informal learning and skill formation within the Indian informal tailoring sector." International Journal of Training Research 17, no. 2 (May 4, 2019): 140–56. http://dx.doi.org/10.1080/14480220.2019.1624350.

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Bagdonaite-Stelmokiene, Ramune, and Vilma Zydziunaite. "CONSIDERATIONS ON INFORMAL LEARNING: DIFFERENT CONCEPTS AND THEIR DIMENSIONS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 26, 2016): 13. http://dx.doi.org/10.17770/sie2016vol4.1541.

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The definition of “informal learning” is ambiguous and thus distinguished by the diverse interpretations. The article aims to reveal identical learning dimensions (process, activity, context, interactions and outcomes), which set up different concepts of “informal learning”. The research question refers to the content of dimensions for distinct concepts of “informal learning”. The analysis has disclosed the “informal learning” to be continuum between “self-directed learning”, “self-regulated learning”, “self-managed learning”, “experiential learning”, “incidental/accidental learning”, “situated learning”, “learning through socialization” or “tacit learning”. Those diverse types of “informal learning” supplement each other rather than compete against. Learning intention, process and context setting might be manifested in distinct degrees, however, “informal learning” may refer to the construct covering learning forms, activities and acquired learning outcomes supplementing each other.
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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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Arcadias, Laurence, and Robin Corbet. "Astro-animation and Informal STEM Learning." Research Notes of the AAS 5, no. 5 (May 1, 2021): 119. http://dx.doi.org/10.3847/2515-5172/ac01d3.

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Gomes, José Duarte Cardoso, Mauro Jorge Guerreiro Figueiredo, Lúcia da Graça Cruz Domingues Amante, and Cristina Maria Cardoso Gomes. "Augmented Reality in Informal Learning Environments." International Journal of Creative Interfaces and Computer Graphics 7, no. 2 (July 2016): 39–55. http://dx.doi.org/10.4018/ijcicg.2016070104.

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Augmented Reality (AR) allows computer-generated imagery information to be overlaid onto a live real world environment in real-time. Technological advances in mobile computing devices (MCD) such as smartphones and tablets (internet access, built-in cameras and GPS) made a greater number of AR applications available. This paper presents the Augmented Reality Musical Gallery (ARMG) exhibition, enhanced by AR. ARMG focuses the twentieth century music history and it is aimed to students from the 2nd Cycle of basic education in Portuguese public schools. In this paper, we will introduce the AR technology and address topics as constructivism, art education, student motivation, and informal learning environments. We conclude by presenting the first part of the ongoing research conducted among a sample group of students contemplating the experiment in educational context.
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Antić, Slobodanka, and Mirko Filipović. "Informal learning from university students' perspective." Specijalna edukacija i rehabilitacija 17, no. 3 (2018): 265–82. http://dx.doi.org/10.5937/specedreh17-17165.

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Ward, Peter M. "Learning from Latin America’s Informal Sector." Latin American Research Review 54, no. 1 (2019): 277–85. http://dx.doi.org/10.25222/larr.589.

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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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Clough, G., A. C. Jones, P. McAndrew, and E. Scanlon. "Informal learning with PDAs and smartphones." Journal of Computer Assisted Learning 24, no. 5 (September 5, 2008): 359–71. http://dx.doi.org/10.1111/j.1365-2729.2007.00268.x.

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