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Tesis sobre el tema "Informal and incidental learning"

Autor: Grafiati

Publicado: 10 de marzo de 2023

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1

Theisinger, Diana Lee. "A Phenomenological Investigation of Selected Teachers’ Informal and Incidental Technology-Related Learning". W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1499450010.

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Although many researchers have examined the ways teachers learn about technology integration along formal pathways, much less is understood about teachers’ informal and incidental technology-related learning. In this study, I examined selected teachers’ technology-related learning, focusing on their informal learning, which is planned learning that happens along unstructured routes, and incidental learning, which is unplanned learning that occurs by happenstance (Marsick & Watkins, 2001). Using a phenomenological research approach (Vagle, 2014), I generated data through observing, surveying, and interviewing seven teachers. I then analyzed the data, coding by discrete idea, memo-writing, reflexive journaling, and, during later stages, charting emerging results. Participants varied in years of teaching experience (4 years to more than 30 years); certifications held (special, elementary, and gifted education; secondary math; world languages; and Career and Technical Education); and grade levels taught (pre-K through 12th). Three taught in schools with active professional learning communities. All were integrating technology in classroom-based teaching and learning, at least to some extent. These teachers’ experiences suggested several tentative conclusions related to the phenomenon of informal and incidental technology-related learning. Namely, it is: frequent and happens both within and across grade levels, content areas, and teaching contexts; sensitive to the pressures of time; fostered by formal organizational supports; influenced by teaching contexts, including physical spaces and professional learning cultures; and driven by teachers’ learning preferences, in that both technology-avoidant and technology-savvy teachers might avoid technology-related learning that does not align with perceived learning needs and preferences. I have also included a series of recommendations for educational leaders at the building and district level and in the field of educational technology, relative to these findings.

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2

Silva, Polly M. "Epistemology of Incidental Learning". Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29287.

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The study explored incidental learning in the workplace. Three research questions guided the study: 1. What is the nature of incidental learning in the workplace? 2. How does professional context impact incidental learning? 3. How do incidental learners know they know in the workplace? A series of three interviews were done with seven human resource professionals and with seven engineers following Seidmanâ s phenomenological interview protocol. The first interview focused on the participantâ s life history concentrating on the context of the participantâ s early learning experiences and their professional choices. The second interview provided details of the participantâ s current incidental learning experiences and an example of their current professional tasks. The third interview provided an opportunity for the participants and me to explore the meaning of their experiences. Analysis of individual experiences was done via profiles, and an analysis of thematic findings was done across all participants. Findings showed that in the â lived worldâ the experience of the participants and the nature of incidental learning is mediated by the individualâ s conception of learning and by the individualâ s learning style. At a professional level, frames and reflection-in and on-action further guide the focus of and validation of the incidental learning. For the researcher â and perhaps for co-workers or for participants themselves â incidental learning is easy to overlook; lessons learned often appear to be simply common sense after the fact. This may, in part, be due to the fact that the stories of incidental learning ultimately had successful outcomes. This study confirmed and expanded the importance and impact of context on incidental learning, showing how the elements of an individualâ s personal and professional context also impact incidental learning. Recommendations for future research and implications for practice were provided. Recommendations for future research included: replicating the study to explore incidental learning in more professions and to explore of the impact of formal higher education on incidental learning. Process recommendations include studying incidental learning as an adjunct to other studies of organizational learning and as a part of an action research project. These methods allow the researcher to study the construct indirectly and as it happens.
Ph. D.

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3

Beesley, Thomas. "Influence of prior predictiveness on human incidental learning". Thesis, Cardiff University, 2008. http://orca.cf.ac.uk/55806/.

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A common distinction made by theorists examining the mental processes contributing to human learning is that between the automatic formation of associations and controlled reasoning about beliefs. On the other hand, it is widely believed that animal cognition is fundamentally associative in nature. Over the last 25 years, the wealth of data from studies on animal learning has begun to shape our understanding of associative learning in humans. Yet it seems that whether automatic or controlled processes govern human learning is likely to be determined by the context in which learning takes place. Recent research has highlighted cue-predictiveness as an important component modulating the rate of human learning. Findings consistent with those seen in animals have suggested that an interpretation in terms of associative mechanisms is justified. However, the use of explicit learning paradigms - in which participants are encouraged to engage in hypothesis-testing - makes these data open to alternative explanations. In this thesis changes in cue-predictiveness were examined under incidental learning conditions: experimental tasks were used in which there was no instruction to learn, which should minimise the contribution to learning of controlled reasoning processes. In Chapters 2 and 3, a series of experiments provides evidence for a change in cue-associability under these conditions, primarily in a sequence learning task. Chapter 4 describes the application of several models of animal conditioning to the data generated in these experiments, and highlights a need for associative models to incorporate changes in cue-associability. The results of these simulations then provide a basis for modifications to a more complex model of sequence learning, the Simple Recurrent Network. Given the parallel between changes in associability and the allocation of attentional resources, Chapter 5 examines the possibility of changes in attention during sequence learning by measuring eye gaze.

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4

Hulme, R. C. "Incidental learning of new meanings for familiar words". Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10061270/.

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Adults often learn new meanings for words they already know, for example due to language evolving with changes in technology (e.g., the newer internet-related meaning of "troll"). Learning new word meanings generally takes place incidentally, such as when reading for comprehension. The experiments in this thesis explore some of the different factors that impact adults' acquisition and long-term retention of novel meanings for familiar words learned incidentally from reading stories. Experiment 1 assessed the effect of number of exposures on incidental learning. The results showed reasonably good memory of new word meanings after only two exposures, and a linear, incremental increase in recall with more exposures. There was also no forgetting after one week, regardless of the number of exposures during training. Experiment 2 compared incidental to intentional learning, showing that new meanings for familiar words are harder to learn under incidental conditions, but may be less susceptible to forgetting. Experiments 3-4 explored whether a testing effect may have contributed to the good long-term retention of new word meanings in the previous experiments, and whether the method of immediate test affects this. These experiments showed that memory tests (cued recall or meaning-to-word matching) considerably enhanced retention of new word meanings. Experiments 5-6 explored whether sleep is important for active consolidation of new word meanings, as previously shown for learning new word forms. In these experiments sleep improved explicit knowledge of new meanings when it occurred in the immediate interval between learning and test. No evidence of active consolidation was found; the results are consistent with a passive benefit of sleep in protecting against interference. Together these experiments demonstrate that adult readers are proficient at learning new meanings for familiar words from a small number of encounters within naturalistic story contexts, and certain factors can have an important impact on learning.

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5

Meyers, Philip Carey. "INCIDENTAL FOREIGN LANGUAGE VOCABULARY LEARNING FROM GENERATIVE TASKS". Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/65656.

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CITE/Language Arts
Ed.D.
This study was an exploration of the relevance of the generative learning theory of educational psychology to second language vocabulary learning tasks. The generative learning theory (Wittrock, 1974) predicts that people learn by generating associations between new information and prior experience and knowledge, as well as between individual new items of information. It also proposes that the educational environment, from curriculum design to individual learning tasks, should be designed to facilitate the generation of those associations that lead to learning. In order to test the theory with second language vocabulary learning tasks, five separate experiments that compared experimental conditions of varying degrees of generativeness were conducted. A pilot experiment compared different types of tasks, while the four main experiments involved manipulating generativeness across similar tasks. This study is unique in the field of second language vocabulary learning in that it isolates a single process and subjects it to rigorous experimentation across a variety of task types. Unlike many published studies comparing various types of tasks, variables such as task type, number of retrievals, and time-on-task were carefully controlled across all experimental conditions and only the variable under investigation--generativeness--was manipulated. Posttest results were analyzed using repeated-measures ANOVA and paired samples t-tests where appropriate. The findings of this study suggest that generative versions of typical learning tasks result in significantly more incidental second language vocabulary learning across all types of learning tasks (receptive, minimally productive, and productive). This study introduces novel ways in which typical classroom tasks can be modified to help learners generate associations with their existing knowledge and experience, and demonstrates how those modifications can improve the effectiveness of learning tasks.
Temple University--Theses

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6

Mason, Alice. "The role of reward in motivated and incidental learning". Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702747.

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Dopaminergic neurons in brain regions such as the midbrain and striatum have been found to code several quantities related to reward: the reward value, reward prediction error and the risk or uncertainty of outcome. Episodic memory has been found to be sensitive to rewards presented close in time to memoranda. Reward-related enhancements in memory have been observed in both incidental and motivated learning. The work in this thesis examines the role of reward-related factors in both incidental and motivated learning. The dopaminergic memory consolidation hypothesis holds that activation of the reward system increases synaptic plasticity and therefore memory encoding in the hippocampus, and predicts an enhancing effect of uncertainty on episodic memory. Chapter 2 focused on the role of reward uncertainty in motivated learning. In a series of four experiments there was evidence against an effect of uncertainty on memory performance and consistent evidence that factors related to reward outcome are the strongest predictors of episodic memory performance. Chapter 3 investigated the role of reward uncertainty in incidental learning. Once more the results showed that there was evidence against a role of reward uncertainty. Chapter 4 compared evidence regarding the role of reward outcomes in incidental and motivated learning. Previous research has found that reward and episodic memory systems are sensitive to the contextual value of a reward - whether it is relatively higher or lower than expected. The experiments in Chapter 4 did not replicate previous published findings that memory performance associated with reward follows a pattern of adaptive scaling. An effect of reward outcome was in the opposite direction to previous findings, with lower reward outcomes leading to better memory than higher outcomes.

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7

Meyer, Ann Elizabeth. "Intrinsic and incidental consistency in skill acquisition and transfer". Diss., Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/30635.

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8

Money, Sharon L. "Intentional and Incidental Associative-learning and the Emotional Stroop Test". Thesis, University of Kent, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527583.

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9

Yeates, Fayme. "Incidental sequence learning in humans : predictions of an associative account". Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15725.

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This thesis aims to investigate how well associative learning can account for human sequence learning under incidental conditions. It seems that we can learn complex sequential information about events in our environment, for example language or music, incidentally, without being aware of it. Awareness is, however, a complex issue with arguments for (Dienes, 2012) and against (Shanks, 2005) the existence of implicit learning processes. A dual process account proposes that there exist two different learning systems, one based on conscious, controlled reasoning and rules, and the other based on automatic association formation, which can take place outside of awareness (McLaren, Green, & Mackintosh, 1994). This thesis attempts to use the predictions of an associative account in conjunction with a suitable method for investigating implicit learning: sequence learning (Destrebecqz & Cleeremans, 2003). The research involves a collection of serial reaction time (SRT) tasks whereby participants respond to on-screen stimuli that follow a sequence that they were (intentional learning) or were not (incidental learning) informed of. Following on from the experimental design of Jones and McLaren (2009) this thesis provides evidence that humans differ in their ability to learn different sequential contingencies. After training sequences of trials where the current trial location was twice as likely to be either: the same as (Same rule); or different to (Different rule) the location two trials before this, participants were far better at learning the latter rule. I found that this result was not adequately simulated by the benchmark associative model of sequence learning, the Augmented SRN (Cleeremans & McClelland, 1991), and present a revised model. This model, amongst other attributes, represents all the stimuli experienced by participants and can therefore learn stimulus-response contingencies. These seem to block learning (to some extent) about the Same rule thus providing an associative explanation of the advantage for acquisition of the Different rule. Further predictions regarding the role of additional stimuli alongside sequence learning were then derived from this associative account and tested on human participants. The first of these was that additional stimuli within the task will interact with sequence learning. I found that human participants show increased Same rule learning when additional, concurrently presented stimuli follow the previous element in the sequence. I demonstrate that when participants perform an SRT task where responses are predicted by the colour of a cue, they are able to learn about this relationship in the absence of awareness. Using this cue-response learning I further investigate cue-competition between sequences and colours under incidental conditions and find evidence that suggests between cue associations may alter the influence of cue competition. These results altogether suggest that stimuli – both simple and sequential – can be learned under incidental conditions. This thesis further proposes that learning about simple and more complex relationships between stimuli interacts according to the predictions of an associative account and provides evidence that contributes to a dual process understanding of human learning.

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10

Patel, Harshada. "Children's and adults' incidental learning of colours they have witnessed". Thesis, University of Sheffield, 2002. http://etheses.whiterose.ac.uk/15091/.

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11

Deibel, Megan E. "Individual Differences in Incidental Learning of Homophones During Silent Reading". Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594912994777369.

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12

Cheng, Lap C. L. "Secondary students' incidental English language learning through a computer game". Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685433.

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Learning English is not easy and it may be very frustrating to many second language learners. The dissertation investigates incidental English language learning among Hong Kong senior secondary ESL students while playing a commercial-off-the-shelve (COTS) English simulation computer game, namely, Football Manager 2013 (FM 2013). The subjects in this study were forty students studying at a secondary school. Students were examined on what and how new knowledge of English such as vocabulary, phrases and expressions, and technical terms they could gain while playing Football Manager 2013. Four research questions were addressed. A multi-method approach was adopted to collect extensive data. A pre-game test, a post-game test and a questionnaire survey were used as the main methods for quantitative data collection. Observation during the gaming sessions by the researcher and a focus group interview were adopted to collect qualitative data. Drawing upon the research, the important findings were threefold. Firstly, the students generally show a promising attitude towards learning English through the use of Football Manager 2013, either in their daily lives or in English lessons. Secondly, it demonstrates that the students increase their English items by 27.2% as a result of gameplay interaction with Football Manager 2013. Thirdly, the students employ a wide range of English learning strategies to discover and retain the meaning of new English items in the multimodal environment of Football Manager 2013. Simultaneously, the researcher posits that commercial-off-the-shelve English simulation computer games are important media today that might be able to provide context-rich, cognitively engaging virtual environments for incidental English language learning.

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13

Freedberg, Michael Vincent. "Examining the effects of reward and punishment on incidental learning". Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3088.

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Reward has been shown to improve multiple forms of learning. However, many of these studies do not distinguish whether reward directly benefits learning or if learning is boosted by modulation of top-down factors such as attention and motivation. The work outlined in this dissertation explores the modulatory effects of reward and punishment without directly manipulating top-down factors such as attention or motivation. We achieved this goal by studying the effects of reward and punishment on incidental learning – a branch of procedural learning where learning occurs without intention and through repetition. Our results reveal that reward is able to bolster incidental learning during the performance and learning of an associative task, even when awareness of how to achieve the reward is minimized (Experiments 1 and 2). However, a similar benefit was not observed in an analogous set of experiments examining the effect of punishment on incidental learning (Experiments 3 and 4). A direct comparison between the effect of reward and punishment on incidental learning revealed a significant advantage for rewarded combinations over punishment. However, this advantage was only observed when high cognitive (associative) demands were emphasized (Experiment 6), as opposed to high motor demands (Experiment 5). Finally, we explored the role of dopamine in the effect of reward on incidental learning. Because dopamine neuron dynamics have been implicated in both reward processing and in various forms of learning, we hypothesized that patients with Parkinson's disease (PD), who experience an accelerated rate of death of dopamine neurons, would experience impaired learning from rewards compared to healthy older adults. Experiment 7 revealed a significant impairment in reward-related incidental learning for patients with Parkinson's disease relative to comparisons. The amount of levodopa medication taken by PD patients predicted the effect of reward, demonstrating a potential link between dopamine levels and the effect of reward on incidental learning. Together, this dissertation demonstrates that 1) reward improves incidental learning, 2) reward may be an exceptional form of feedback, as opposed to punishments, and 3) dopamine levels may potentially drive the effect of reward on incidental learning

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14

Black, Graham. "Developing museum display for informal learning". Thesis, Nottingham Trent University, 2015. http://irep.ntu.ac.uk/id/eprint/115/.

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15

Abou-Khalil, Victoria. "Supporting Learner Centered Vocabulary Learning in Informal Learning Environments". Kyoto University, 2020. http://hdl.handle.net/2433/253413.

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付記する学位プログラム名: デザイン学大学院連携プログラム
Kyoto University (京都大学)
0048
新制・課程博士
博士(情報学)
甲第22577号
情博第714号
新制||情||122(附属図書館)
京都大学大学院情報学研究科社会情報学専攻
(主査)教授緒方広明, 教授守屋和幸, 教授黒田知宏
学位規則第4条第1項該当

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16

Packard, Stephanie Leona. "Phonological word-form learning". Thesis, University of Iowa, 2010. https://ir.uiowa.edu/etd/568.

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Seven experiments examined phonological word-form learning (i.e., the learning of novel wordlike sound patterns) after differing types of training. In each case, learning at the end of training was assessed via stem-completion ability. Experiment 1 presented participants with 11 epochs of listening and repeating (incidental learning) and found significant stem-completion ability. The results of Experiment 2 showed greater stem-completion ability after 11 epochs of listening, repeating, and stem-completion testing (deliberate learning). Experiment 3 replicated results from Experiments 1 and 2 in a within-subject design and demonstrated that learning of both types is item-specific and not merely the result of generalized task facilitation. Experiment 4 measured stem-completion ability after 100 epochs of incidental learning and found that it remained lower than after only 11 blocks of deliberate learning in Experiments 2 and 3. Experiments 4, 5, and 6 utilized monosyllabic nonword stimuli, in contrast to the disyllabic nonword stimuli utilized in the first four experiments, and replicated results from Experiments 1, 2, and 3, respectively. Taken together, these results suggest that incidental learning does not yield full mastery of phonological word-forms.

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17

Chow, Man-ching Eva. "Written vocabulary learning among Hong Kong dyslexic children : an investigation on paired associate learning and incidental learning". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35772207.

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18

Chow, Man-ching Eva y 周敏晶. "Written vocabulary learning among Hong Kong dyslexic children: an investigation on paired associate learning and incidental learning". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35772207.

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19

Anastasopoulou, Theano. "Development and representation of the knowledge acquired during incidental sequence learning". Thesis, University College London (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321542.

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20

Deus, Yela Juan. "Sistema fronto-basal y aprendizaje incidental". Doctoral thesis, Universitat de Barcelona, 1996. http://hdl.handle.net/10803/670405.

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La memoria no es un proceso unitario. Se han definido diferentes subsistemas mnesicos que operan mediante circuitos neuroanatómicos distintos. Tradicionalmente, los estudios de la memoria se han centrado en el aprendizaje intencionado, especificando que el lóbulo temporal y las estructuras diencefálicas son esenciales para este tipo de memoria. Contrariamente, hay pocos estudios sobre el aprendizaje incidental y no han concretado las estructuras anatómicas implicadas en este aprendizaje. Ya que se considera que este último tipo de aprendizaje es un proceso mnésico automático de adquisición de la información, cabe presuponer la posible implicacion del estriado, de forma similar a lo que ocurre con el sistema motor. Se han seleccionado una muestra de 114 sujetos, 70 como pacientes y 44 pertenecen al grupo control de sujetos sanos. La muestra de pacientes está constituida por sujetos afectos de la enfermedad de Alzheimer (N=20), de la enfermedad de Huntington (N=21), pacientes con calcificaciones bilaterales en los ganglios basales (N=18) y pacientes con una lesión vascular unilateral en el estriado (N=11). Se ha diseñado una exploración neuropsicológica que ha evaluado funciones cognitivas generales, visoperceptivas y visoespaciales, aprendizaje intencionado, aprendizaje procedimental y funciones frontales en base a pruebas clínicamente estandarizadas. De forma expresa, se han diseñado tareas para evaluar el aprendizaje incidental del espacio, frecuencia y orden temporal. Nuestros resultados sugieren que el aprendizaje incidental puede estar controlado por circuitos frontoneoestriados bilaterales y puede utilizarse como un indicador del funcionamiento mnésico que permita ayudar a discriminar entre la demencia subcortical y cortical, considerando conjuntamente el funcionamiento de la memoria declarativa y procedimental.

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21

Vo, Ngoc Thi Bao. "College students' choice of informal learning spaces". Thesis, University of Missouri - Columbia, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10182617.

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22

Iacovides, Ioanna. "Digital games : motivation, engagement and informal learning". Thesis, Open University, 2012. http://oro.open.ac.uk/35603/.

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This thesis investigates the relationships between motivation, engagement and informal learning, with respect to digital games and adult players. Following the reconceptualisation of motivation and engagement (as forms of micro and macro level involvement respectively) three linked studies were conducted. In the first study, 30 players were interviewed via email about their gaming experiences. The resulting set of learning categories and themes drew attention to learning on a game, skill and personal level, which arose from micro-level gameplay and macro-level interaction with wider communities and resources. The second investigation consisted of eight case studies that examined how involvement and learning come together in practice. Participants were observed in the lab during two gameplay sessions and kept gaming diaries over a three week period. A method for categorising game-play breakdowns and breakthroughs (relating to action, understanding and involvement) was developed in order to analyse several hours of gameplay footage. The previous categories and themes were also applied to the data. The findings suggested a relationship between macro-involvement and player identity, which was further investigated by a third survey study (with 232 respondents). The survey helped to establish a link between identity, involvement, and learning; the more strongly someone identifies as a gamer, the more likely they are to learn from their involvement in gaming practice. Four main contributions are presented: (1) an empirical account of how informal learning occurs as a result of micro and macro-involvement within a gaming context, (2) an in-depth understanding of how breakdowns and breakthroughs relate to each other during play, (3) a set of categories that represent the range of learning experienced by players, and (4) a consideration of the role player identity serves with respect to learning and involvement.

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23

Angalliramachandra, Vijayachandra. "The Relationship Between Phonological Working Memory, Phonological Sensitivity, and Incidental Word Learning". Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1187362187.

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24

Kneile, Lynn A. "The Effect of Morphological and Syntactic Knowledge on Incidental Derived Word Learning". Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1387454514.

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25

Scheurer, Andrew J. "Antecedents of Informal Learning: A Study of Core Self-Evaluations and Work-Family Conflict and Their Effects on Informal Learning". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366270012.

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26

Peterson, Jeff Lynn. "Incidental Learning of Japanese through Reading Online, in Print, and in Digital Games". BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5799.

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An increasing amount of attention has been brought to language learning through digital games. Incidental learning through different media types such as in print and online have also seen an increased amount of research done in recent years. This study examines the amount of incidental learning that occurs across three media types (in print, online, and in a digital simulation game) as well as participants' perceptions of how enjoyable and helpful these media types are. Results suggest that of the three media types, incidental learning occurred most through the online reading. Furthermore, although not statistically significant, participants in the present study found the reading in print to be most enjoyable and helpful.

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27

Egetenmeyer, Regina. "Informal learning in betrieblichen Lernkulturen eine interkulturelle Vergleichsstudie". Baltmannsweiler Schneider-Verl. Hohengehren, 2007. http://d-nb.info/988231050/04.

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28

Kilgore, Whitney Kay. "Design of Informal Online Learning Communities in Education". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862820/.

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The U.S. Department of Education, Office of Ed Tech Future Ready program has encouraged the use of open informal learning communities as professional learning opportunities for educators. This study categorizes 46 state Twitter chats by their moderation techniques and design. A purposive sample of Twitter chat designers participated in this phenomenological exploration that demonstrates how the designs of these informal learning spaces are aligned with the designers' pedagogical philosophies. Recommendations for supporting, growing, and sustaining similar learning communities are included.

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29

Ruiters, Astrid. "Proficiency enhancement in the workplace through informal learning". Thesis, University of the Western Cape, 2013. http://hdl.handle.net/11394/4514.

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Magister Commercii (Industrial Psychology) - MCom(IPS)
The study examines three emerging salient themes. Firstly, it highlights the current perception of informal learning in the workplace which has multiple definitions and descriptions. The second theme draws attention to the sociocultural structures and the impact on individual engagement in workplace learning. The last theme illustrates the potential of informal learning and how individuals and their learning environment at work cannot function independently. Employees no longer have time for the inefficiencies of the past, old-style training they want to be co-participants in learning not simply receivers (Cross, 2007).By diagnosing the current status of informal workplace learning, the research examines the employee engagement, the perceived factors that affect learning engagement and explores the links between informal workplace learning and the performance of the organisation. Against the background of informal learning in the workplace, a learning organisation has been characterised, as an organisation that has development in place that supports learning and recognises the value of learning and extends itself towards the enhancement of employee’s proficiency and transfer of learning to others (Berg & Chyung, 2008).

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30

Clough, G. "Geolearners : informal learning with mobile and social technologies". Thesis, Open University, 2009. http://oro.open.ac.uk/19035/.

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This thesis investigates how mobile and social technologies are influencing informal learning in the context of online community membership. The development of mobile technologies that use Global Positioning System (GPS) data to pinpoint geographical location together with the rapidly evolving Web 2.0 applications supporting the creation and consumption of content suggest a potential for cooperative informal learning linked to location. This research explores whether this potential has been realised. Two pilot studies were conducted, a technology-enhanced Birdwatch (16 participants) and a GPS-guided Nature Trail (11 participants) to evaluate the effects of connected, location aware technology on informal learning and community building. The main study focused on the Geocaching community, a geographically dispersed group who use mobile and Web 2.0 technologies to link the virtual social spaces of the internet with the physical spaces that surround them. This research built on insights from the Mobilearn project that mobile learning is connected to the mobility of the learner moving between different sources of technological and social resources, rather than the technology (Attewell and Savill-Smith, 2004). Online survey participants were recruited from the Geocaching forums. From the 659 responses, five linked case studies were selected for interviews. This data was supplemented by information collected from the Geocaching website and forums and analysed using qualitative techniques. The work reported in this thesis reinforces the Preece and Shneiderman (2009) four stage communities model, illustrating that learning opportunities are built into the community membership trajectory. It uncovered novel ways of using mobile and Web 2.0 technologies to create learning activities connected to location. It also revealed a growing undercurrent of cooperative informal learning through distributed networks of connected individuals who made innovative use of both mobile and social technologies to create a persistent digital narrative of location which served as a community resource.

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31

Srichamnong, Nataporn. "Incidental vocabulary learning in second language reading : the effects of word-focused activities". Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.556684.

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This study investigates incidental L2 vocabulary learning in a computer-mediated reading setting. The objective of the study is to determine the effect on lexical retentio~ of (1) computerised word-focused activities, (2) different types' of vocabulary learning activities, (3) frequency of word encounters, and (4) spacing between encounters. ( Sixty intermediate-level Thai learners of English (forty-five distributed across four experimental groups, and fifteen in a no-treatment control group) participated in the four- week experimental study. Over two weeks, they read two texts in one of four conditions: with an interactive multiple-choice gloss (IMG) activity; with a vocabulary enhancement exercise (VEE) activity; with both vocabulary activities; and with no supplementary vocabulary activity. Three vocabulary tests (form-supply, meaning-supply, and form- meaning matching tests) were administered immediately after the final reading task and again two weeks later. The results revealed a significant positive impact of the word- focused activities, particularly on short-term retention (the immediate test). For longer- term retention (the delayed test), the benefit of the supplementary vocabulary activities remained effective, in conditions where the activities included the IMG. In addition, the combined activities were best resistant to word loss, while the IMG was potentially better at mitigating word losses than the VEE. The study further examines the combined effect of the number of word encounters (one or two occurrences) and the length of time between repetitions (close or wide spacing). The test scores show a significant relationship between number of encounters and short- and longer-term word retention. Words that occurred twice were remembered significantly better than those occurring once. It was also found that the timing of explicit focus in relation to the tests was important for word recall. Words that were explicitly focused on through the activities and tested on the same day were remembered significantly better than those that were not. However, the length of time between repetitions had no significant effect. The study discusses the facilitative role of word-focused activities, particularly the interactive multiple-choice gloss, and the benefit of multiple exposures in incidental vocabulary learning from reading. It also suggests ways to implement the activities in classroom teaching. Keywords: Incidental vocabulary learning, word-focused activities, vocabulary retention, interactive multiple-choice glosses, vocabulary enhancement exercises, frequency of word exposures, spacing effect.

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32

Iu, Kam-man Violet y 姚錦雯. "The impact of dictionary use in four different conditions on incidental vocabulary learning". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27056946.

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Strachan, James. "Incidental learning of trust from identity-contingent gaze cues : boundaries, extensions and applications". Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/15774/.

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Monitoring the trustworthiness of social interaction partners is a cornerstone of social cognition. However, the mechanics of learning about trust during online interactions as a result of a person’s behaviour can be difficult to explore. The current experiments use a gaze cueing paradigm where faces provide either valid (always shift their gaze towards the location of a subsequent target), or invalid cues (always shift their gaze to a different location). Following gaze cueing, participants rate valid faces as more trustworthy than invalid faces. We show that this incidental trust learning is sensitive to the emotional expression of the face, is specific to assessments of trust, occurs outside of conscious awareness, and is driven primarily by a decrease in trust for invalid faces (Chapter 2), perhaps reflecting a cheater detection module. Memory for incidentally learned trust is surprisingly durable, is affected by the familiarity of the cueing faces (Chapter 3), and does not affect memory for the faces’ physical features, nor does the trustworthiness of the face generalise to other stimuli (Chapter 4). Furthermore, learning is modulated by top-down knowledge of social group membership − when group identity is made experimentally salient, participants default to a group-level representation as a heuristic for social judgements (Chapter 5), while using naturally occurring group memberships (i.e. race) results in better learning for in-group members than out-group (Chapter 6). Finally, while there is evidence that trust learning is driven by learning about eye-gaze behaviour, this cannot be explained purely by disruptions to visuomotor fluency (Chapter 7), which suggests that this phenomenon is part of an active social monitoring framework that relies on physical changes or behaviours in a face to affect subsequent social judgements.

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34

Bellini, Marco <1994&gt. "Informal Language Learning: A Case Study on English and German Informal Learning in a Middle School on the Mainland of Venice". Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/13357.

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Despite informal learning being a topical issue, little research on it seems to have been done. A research gap appears to exist in the field of applied linguistics regarding middle school students’ informal language learning as far as the two different foreign languages they are taught at school are concerned. This case study attempted to explore the general aspects of the issue. A group of 45 third-year students from a middle school on the mainland of Venice were administered two questionnaires. Inspired by the triangulation design, we also interviewed 4 foreign language teachers from the same school. Following an exploratory-QUAL+quant-(mostly) interpretative paradigm, the study mainly revealed that the students: (a) engaged much more in English informal activities; (b) did informal activities related to technology for both languages; (c) were continuously exposed to English music; (d) seemed more aware of their English informal learning than of their German one. We finally put forth that the discrepancies between teachers’ and students’ viewpoints, albeit relatively few, might exist because none of the teachers would employ the European Language Portfolio (ELP) in class. As also recommended by the Common European Framework for Languages, we suggest that ELP be employed by teachers in order not only for students’ informal language learning awareness to be increased, but also for pluringual competences and lifelong learning strategies to be enabled.

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35

Wu, Linglin. "Incidental English Vocabulary Studying in L2 learning : A Study of Learning and Teaching English Vocabulary in a College in China". Thesis, Kristianstad University College, School of Teacher Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-952.

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This study aims to investigate whether incidental methods are used in learning English vocabulary by non-English students at college in China, and in teaching English vocabulary by their oral English teachers. It also finds out what kinds of incidental strategies are used. Then based on the results of the investigation, this study puts forward some pedagogical implications for teachers.

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36

Hunter, Kierstyn. "Gendering Organizational Learning| Describing Gendered Patterns in Formal and Informal Organizational Learning". Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10120219.

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This study explored organizational learning from a feminist perspective, similar to feminist critiques of organizational culture, and offers an analysis of individual’s perceptions of gender dynamics in organizational learning. Mainstream literature on organizational learning is based upon gender-blind assumptions in theory and practice. This study examined those assumptions with a feminist lens. Constructivist epistemology, a feminist interpretive lens, and phenomenological and feminist methodologies guide this research, which asks, what does gender equal organizational learning look like? Fourteen senior leaders of a small New England college were interviewed to better understanding their experience of gender and collective learning at a small liberal arts college. Feminist analysis of the in-depth interviews revealed patterns of gender dynamics and a distinction between informal and formal organizational learning. Informal learning affected elements of formal organizational learning, raising questions about the ways culture is enacted in organizations. Gendered experiences of voice, participation, and power are among the key findings that problematize mainstream organizational learning theory and suggest that different genders have dissimilar experiences of the participatory and strategic development of their organization. This research sheds light on the emancipatory potential of organizational learning, showing the ways organizational learning is both aa reflection of the culture and a means to change culture and advance gender equality.

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37

Lai, Yang. "Learning Copyright in Chinese Fandom: A Study of Informal Learning in Cyberspace". Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1605279450637024.

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38

Thomson, Kate Eileen. "The nature of academics’ informal conversation about teaching". Thesis, The University of Sydney, 2012. http://hdl.handle.net/2123/9166.

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Conversations are a recognised form of informal learning in professional workplaces. Informal conversation about teaching within university departmental contexts represents one way academics learn about university teaching. Such conversations also have the potential to more effectively link learning on formal professional development programs with teaching. As professional development of teaching is usually focused on formal courses, workshops and projects, informal conversation has not been investigated as a professional development strategy. The lack of substantial exploration of conversation as a professional development strategy was the impetus for the current study. This study investigated academics’ experience of informal conversation about teaching within their departments. Thirty academic staff working in different departments at an Australian research-intensive university were interviewed and the transcripts were analysed using grounded theory (Glaser & Strauss, 1967). The analysis revealed that academics were learning about many aspects of teaching from informal conversation with their departmental colleagues. Four elements of informal conversation were explored: the content of conversation, the purpose for which academics used conversation, the context which influenced conversation and the relationship between conversation and formal (course-based) professional development. In summary, academics’ conversations were about topics that included students, assessment, curriculum and evaluation, with their purposes ranging from venting their frustrations, and reassuring themselves, to managing, improving and evolving their teaching. The investigation of the role of contextual influences on informal conversation about teaching yielded a theory for the nature of conversation, based on ‘commonality’. In a context which provides variable support for teaching, increases in commonality between academic colleagues are associated with increases in frequency and usefulness of their informal conversation. The theory of commonality and the description of the nature of informal conversation derived from this study are used to show how informal conversation can enhance professional development.

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39

Noe, Kelly Dawn. "Incidental lexical acquisition and the modification of glosses in intermediate Spanish". Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1091560569.

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40

Kochhann, Renata. "Processamento da memória episódica em indivíduos saudáveis : avaliação da persistência de aprendizagem intencional e incidental". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/72414.

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Introdução: O aprendizado intencional/incidental pode influenciar a memória. A persistência deste efeito avaliado ao longo do tempo foi pouco estudada até o momento. Objetivos: Avaliar a persistência da memória comparando as aprendizagens intencional e incidental. Métodos: A amostra (120 sujeitos funcionalmente independentes, com idade variando de 18 a 81 anos), foi subdividida em dois grupos (experimental - condição ‘intenção de aprender’ - e controle). Uma abordagem ecológica foi utilizada para a avaliação do aprendizado incidental. As avaliações foram realizadas dois e sete dias após a codificação. Resultados: A intenção de aprender e a aquisição incidental (a partir de experiências de vida diária) melhoraram a recuperação da memória no dia dois, mas não sete dias após a codificação. Conclusão: Estes achados sugerem que o estado motivacional (espontâneo ou induzido) que modula o sistema da atenção deve ser importante para a melhora na recuperação das informações aprendidas.
Background: The intentional/incidental learning can influence memory. The persistence of this effect assessed over time has been little studied up to date. Objectives: To evaluate the persistence of memory comparing intentional and incidental learning conditions. Method: The sample (120 functionally independent subjects, age ranging from 18 to 81 years old), was subdivided into two groups (experimental - intention to learn condition - and control). An ecological approach was applied for the incidental learning condition. The assessments were performed two and seven days after the encoding. Results: The intention to learn and the incidental acquisition (from daily life experiences) improved performance two but not seven days after the encoding. Conclusions: These findings suggest that motivational state (spontaneous or induced) which module the system of attention may be important for the improvement in the retrieval of the information learned.

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41

Stockdale, Jason D. "Evidence for cognitive bias toward sexual stimuli measured by stroop and incidental learning paradigms /". Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2005/stockdalej/jasonstockdale.html.

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42

Sinyashina, Ekaterina. "The Effectiveness of Watching Captioned Authentic Videos for Incidental Vocabulary Learning: The Repetition Variable". Doctoral thesis, Universidad de Alicante, 2020. http://hdl.handle.net/10045/112744.

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La presente tesis se centra en el análisis de la efectividad del aprendizaje incidental a través de vídeos auténticos con especial atención a la variable de repetición. Además de la revisión bibliográfica y el estudio crítico de las obras anteriores, la novedad de esta tesis reside en los estudios que la componen: una encuesta y tres estudios experimentales. La encuesta proporciona información sobre las actitudes de los estudiantes de inglés como lengua extranjera (LE) sobre el uso de vídeos auténticos para el aprendizaje de inglés, en general, y su vocabulario, en particular. El objetivo principal de la parte experimental de la tesis consiste en examinar el posible aprendizaje incidental de distintos aspectos de nuevo vocabulario (forma, significado, uso en frases y acento léxico) a través de vídeos auténticos. Se presta una atención especial al posible efecto del aumento de repeticiones de nuevas palabras en vídeos auténticos para el aprendizaje incidental de nuevo léxico. Mientras que los resultados de la encuesta revelan que los estudiantes de inglés asumen la utilidad de ver vídeos auténticos para el aprendizaje de distintas destrezas del inglés, la parte experimental no proporciona una evidencia clara sobre su efectividad. En relación a la variable de repetición, con el aumento de palabras nuevas en vídeos auténticos, los resultados de los estudios demuestran que solo se observa una correlación positiva entre el aprendizaje de la forma de nuevas palabras y el aumento de repeticiones. Sin embargo, para los aspectos de significado y acento léxico, no se constata una relación positiva.

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43

Clark, Kristen Radsliff. "Charting transformative practice critical multiliteracies via informal learning design /". Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3259635.

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Thesis (Ph. D.)--University of California, San Diego, 2007.
Title from first page of PDF file (viewed June 11, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 187-195).

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44

Brynjolfson, Robert Walter. "Maximizing informal learning in an intentional missionary training community". Online full text .pdf document, available to Fuller patrons only. Theological Research Exchange Network (TREN) Access this title online, 2006. http://www.tren.com.

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45

Blud, Linda M. "The role of social interaction in informal learning environments". Thesis, University of Surrey, 1988. http://epubs.surrey.ac.uk/783/.

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46

Feichas, Heloisa Faria Braga. "Formal and informal music learning in Brazilian higher education". Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020512/.

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47

Lee, Jessica Clairie. "The role of instructions and intention in learning". Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/16039.

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This thesis investigates how manipulating intention to learn (learning orientation) through verbal instructions affects learning in a range of putatively associative and implicit tasks. Within three different paradigms, learning orientation was manipulated so that learning was either incidental to, or aligned with (i.e. intentional) the aims of the task. The first series of experiments investigated sequence learning, as measured in the serial reaction time task. Sequence learning was found to result reliably under incidental conditions and was selectively improved by instructions promoting discovery of a relational rule describing a set of probabilistic contingencies. The second series of experiments used the prototype distortion task, where it has been claimed that implicit learning of a category of prototype-centered stimuli can occur automatically as a result of exposure. Using a visual search task as a means of incidental exposure, equivocal evidence for the implicit status of learning in the prototype distortion task was found, and instructions directing participants to memorize the stimuli resulted in greater evidence of learning the similarity structure of the category. Finally, the third series of experiments assessed generalization along stimulus dimensions following a difficult discrimination task. Instructions directing attention to a particular stimulus dimension promoted rule-based generalization and facilitated a dissociation in the pattern of generalization obtained as a result of reducing rule applicability on test. The results suggest that human learning is highly susceptible to learning orientation, which has implications for the way implicit learning should be viewed as a psychological construct. Theories of learning, whether single- or dual-process, need to better account for this seemingly pervasive role of learning orientation.

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48

Lever, Colin. "Hippocampal neuron firing in geometrically different environments : evidence for long term, incidental and incremental learning". Thesis, University College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251863.

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49

Lartey, Emmanuel. "The role of workplace culture in incidental learning : a study of a Ghanaian manufacturing firm". Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/28559.

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In the workplace, the prospect for learning occurs not only through formal training programmes but also effectively and prolifically through opportunities embedded in everyday work activities. This embeddedness raises still-unanswered questions about how such incidental learning is shaped by aspects of the workplace environment. From that view, the numerous means through which the general workplace environment can influence incidental learning arguably creates a significant gap in the theoretical understanding of the phenomenon. The specific gap addressed by this study is ‘How is incidental learning influenced by aspects of workplace culture?’ To investigate this gap, the study explored perceptions of employees on the impact of aspects of workplace culture on incidental learning within a manufacturing environment; specifically, the Volta Aluminium Company (VALCO) in Ghana. For this study, workplace culture refers to both organisational-wide cultures and subcultures within organisations. Thus this research examined employees’ means of incidental learning and ways the different aspects of organisation-wide cultures and subcultures support or suppress incidental learning. A phenomenological lens was employed to conduct in-depth interviews and focus group discussions with 30 employees selected through quota, purposive, and snowballing sampling methods. The data obtained were analysed through multiple theoretical lenses. The findings showed that employees acquire knowledge through participatory, inquisitorial, and observational means. The findings also provide specific cultural artefacts/practices, values, and assumptions toward a general understanding of the learning/culture relationship and for constructing models for learning-supportive and learning-inhibitive cultures and subcultures at the workplace. The study further demonstrates that employees may have overlapping or multiple identities, which sometimes makes the identification of cultures or subcultures problematic.

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50

Hawkins, Donald S. "Designing mobile learning environments to support teacher-led field trips within informal learning environments". Thesis, The University of Texas at San Antonio, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10108516.

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Mobile devices have become increasingly more visible within classrooms and informal learning spaces. The purpose of this dissertation is to examine the impact of mobile learning (m-learning) tools to support student learning during teacher-led field trips. Specifically, the research questions for this study are: (a) What conditions affect student satisfaction within an m-learning environment? (b) What impact does an m-learning environment have on levels of motivation and engagement of students? and (c) How do m-learning tools facilitate student knowledge acquisition, participation, and collaboration? The hypothesis of this study is that mobile learning materials can improve students’ engagement and participation. This design-based research (DBR) study relied on a combination of pre- and post-assessments, teacher interviews, and behavioral observations, in two iterations. The participants for this study included three teachers and 112 students, between 11 and 12 years old, drawn from a sixth grade public middle school in San Antonio, Texas.

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