Статті в журналах: "Informal and incidental learning"

1

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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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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3

Rossing, Boyd E. "Patterns of informal incidental learning: Insights from community action." International Journal of Lifelong Education 10, no. 1 (January 1991): 45–60. http://dx.doi.org/10.1080/0260137910100105.

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4

Al-Hammadi, Faisal Ahmed Ali, and Ahmad Amri Zainal Adnan. "The Moderating Effect of Organisational Culture on the Relationship Between Workplace Learning and Employees’ Performances in the United Arab Emirates." European Journal of Economics and Business Studies 6, no. 2 (August 15, 2020): 96. http://dx.doi.org/10.26417/174lnd17e.

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The purpose of the current study was to elaborate the moderating effect of culture on workplace learning and employees’ performances in the United Arab Emirates. The study had a purpose to contribute new knowledge to the existing literature available on the workplace learning and job performances. It also highlighted the contemporary literature on the topic specifically formal and information learning, as well as, performance related to tasks and contextual. The research explained and highlighted the role of training and development on employees’ performances to improve the quality of task process. An empirical study was conducted and data was collected through questionnaire to obtain the results. The present study aimed to contribute to new knowledge to the existing literature on workplace learning and job performance. Particularly, the study analysed contemporary literature on workplace learning and job performances, specifically formal and informal learning as well as employee task performance and contextual performance. The study hypothesized that informal, incidental and formal workplace learning had direct positive significant relationships with employee task and contextual performance. Findings of the study developed that adopting effective techniques of workplace learning, and techniques can improve employees’ performances. The study, further, showed that the Informal, formal and incidental workplace learning had direct and positive impact on employee task and contextual performance. The study showed that there is a significant positive relationship between workplace learning including formal, informal and incidental learning, and job performance including task performance, contextual performance and counterproductive work behaviour. It was also found that there was a positive relationship between result-oriented cultures with two types of job performance but there was a significant relationship between team orient culture and task performance. Furthermore, the moderating effect of innovation, communication and people-oriented culture on the relationship between incidental workplace learning and contextual performance was significant.

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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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Bai, Yuqi. "The Merits and Limitations of YouTube as a Method of Informal Learning." Research and Advances in Education 1, no. 5 (November 2022): 26–33. http://dx.doi.org/10.56397/rae.2022.11.03.

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YouTube offers multiple channels for informal learning. Participants may learn from video content in the form of lectures, tutorials, guides, and even vlogs. YouTube also enables forms of incidental learning in which participants discover new information, content, or skills, while engaged in other activities. Informal learning on YouTube impacts participants’ learning strategies and learners’ progress. Selecting a new beginner of the Ukulele may help me to figure out some benefits and limitations of YouTube as a method of informal learning.

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7

Watkins, Karen E., and Victoria J. Marsick. "Towards a theory of informal and incidental learning in organizations∗." International Journal of Lifelong Education 11, no. 4 (October 1992): 287–300. http://dx.doi.org/10.1080/0260137920110403.

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Bleakney, David, and Aziz Choudry. "Education and Knowledge Production in Workers’ Struggles: Learning to resist, learning from resistance." MJE Forum 48, no. 3 (January 29, 2014): 569–86. http://dx.doi.org/10.7202/1021920ar.

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Trade unions and other sites of community-labour organizing such as workers centres are rich, yet contested spaces of education and knowledge production in which both non-formal and informal / incidental forms of learning occur. Putting forward a critique of dominant strands of worker education, the authors ask what spaces exist for social movement knowledge production in these milieus? This article critically discusses the prospects, tensions and challenges for effective worker education practice in trade unions, alongside a discussion of informal learning and knowledge production in migrant and immigrant worker organizing. We consider how worker education practices within trade unions might best be built to support critical thinking, the collective power of working people and cultures of resistance, and the significance of knowledge and learning in community-labour struggles.

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9

Park, Young, and YongJu Jung. "Recognizing Value of Mobile Device for Learning." International Journal of Online Pedagogy and Course Design 4, no. 3 (July 2014): 66–81. http://dx.doi.org/10.4018/ijopcd.2014070105.

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This study defines a mobile device as a contemporary learning tool and learning environment and focuses on the factors' influencing on users' perceptions of mobile learning and the characteristics of informal learning available for a use of mobile device for learning. The major findings are the following: First, the longer participants are engaged with mobile device, the more they will view that mobile device as valuable for learning. Next, whoever defines knowledge in a broader sense expects to use mobile devices longer time and in turn see the value of that device for learning more positively. Users' initial learning-related perception seems to influence their recognition and behavior toward mobile learning. Lastly, participants' major learning activities are self-directed while incidental learning is also meaningfully recognized. Participants' recognition of incidental learning can predict one's recognition of the value of mobile devices for learning.

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Watkins, Karen E., Victoria J. Marsick, M. Grant Wofford, and Andrea D. Ellinger. "The Evolving Marsick and Watkins (1990) Theory of Informal and Incidental Learning." New Directions for Adult and Continuing Education 2018, no. 159 (September 2018): 21–36. http://dx.doi.org/10.1002/ace.20285.

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Hyams, Ross, and Denise Sadique. "The Value of Incidental Learning in a Multidisciplinary Setting." International Journal of Clinical Legal Education 20, no. 1 (July 8, 2014): 439. http://dx.doi.org/10.19164/ijcle.v20i1.16.

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<p>There is much to be gained by students learning together in a multidisciplinary environment. Enabling students to interact in a multidisciplinary clinical setting enhances their opportunity to learn from each other, their supervisors from different disciplines and from their experiences with clients. As well as “formal” learning opportunities which take place in the classroom, seminar environment, or in one-to-one instruction with a clinical supervisor, students working in a clinical setting have a range of opportunities to be exposed to informal, or incidental learning. This is learning that occurs in an opportunistic, unplanned and often, serendipitous fashion. This paper reflects on incidental learning opportunities that have been observed to take place in a multidisciplinary clinical setting, specifically between law, social work and business students. These reflections come directly from practice experience at the Monash-Oakleigh Legal Service, operated by the Faculty of Law at Monash University in Melbourne, Australia.</p>

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Gramatakos, Anastasia Luise, and Stephanie Lavau. "Informal learning for sustainability in higher education institutions." International Journal of Sustainability in Higher Education 20, no. 2 (February 4, 2019): 378–92. http://dx.doi.org/10.1108/ijshe-10-2018-0177.

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PurposeMany higher education institutions are committed to developing students as skilled professionals and responsible citizens for a more sustainable future. In addition to the formal curriculum for sustainability education, there is an increasing interest in informal learning within universities. This paper aims to extend the current understanding of the diversity and significance of informal learning experiences in supporting students’ learning for sustainability.Design/methodology/approachSix focus groups were formed with 30 undergraduate and postgraduate students from an Australian higher education institution committed to supporting graduate competencies for sustainability. An inductive and qualitative inquiry was designed to enable participants to reflect on the ways in which their university experiences support meaningful and significant learning for sustainability.FindingsThe paper presents a typology of the diverse communities of informal learning that students create and engage with. These range from ongoing to transient groups, from environmentally to more socially oriented groups and from incidental to intended learning, from local to national in scale, with varying types and degrees of connection to the formal curriculum and the university campus. The paper demonstrates that these student-led experiences support three domains of learning: cognitive, practical and affective.Originality/valueDeepening the understanding of the forms and significance of student-led learning within their university experience contributes to the identification of the roles that informal learning may play alongside formal education in developing graduates as agents of change for a more sustainable future.

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Marsick, Victoria J., Karen E. Watkins, Ellen Scully-Russ, and Aliki Nicolaides. "Rethinking informal and incidental learning in terms of complexity and the social context." Journal of Adult Learning, Knowledge and Innovation 1, no. 1 (December 2017): 27–34. http://dx.doi.org/10.1556/2059.01.2016.003.

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Marsick, Victoria J., and Karen E. Watkins. "Introduction to the Special Issue: An Update on Informal and Incidental Learning Theory." New Directions for Adult and Continuing Education 2018, no. 159 (September 2018): 9–19. http://dx.doi.org/10.1002/ace.20284.

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15

Cox, Alexandra. "The Online Alone Together Paradox as a Context for Incidental and Informal Learning." New Directions for Adult and Continuing Education 2018, no. 159 (September 2018): 71–89. http://dx.doi.org/10.1002/ace.20288.

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O'Brien, Emma, John McCarthy, Ileana Hamburg, and Yvonne Delaney. "Problem-based learning in the Irish SME workplace." Journal of Workplace Learning 31, no. 6 (August 12, 2019): 391–407. http://dx.doi.org/10.1108/jwl-10-2018-0131.

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Purpose This paper aims to explore how in Irish small- and medium-sized enterprises (SMEs), problem-based learning (PBL) could possibly provide a paradigm which addresses two key research objectives: What are the learning needs and challenges faced by Irish SMEs? and How could PBL satisfy these needs through integrating formal and informal learning? Design/methodology/approach An action research methodology was adopted using Lewin’s (1994) action research cycle. In the reconnaissance stage, surveys and focus groups were conducted with a purposive research sample of Irish SMEs regarding their learning needs and challenges. Based on these results, a plan was formulated to adapt the traditional PBL model into a workplace PBL model (wPBL). Lastly, the wPBL model was implemented and evaluated in 42 SMEs. Findings The research identified several specific learning needs for SMEs, namely, learning that is cost-effective, tailored to the company and its challenges, immediately applied, demonstrates a tangible outcome (is measurable), organically fostering a learning culture, addresses knowledge gaps, continuous, develops communication, team work, problem-solving and technical skills. The traditional PBL model was adapted into a wPBL model to meet the above learning needs of SMEs. It was found that the wPBL model had the potential to address long-standing company problems (making it cost-effective), facilitate continuous learning and develop horizontal and transversal skills such as problem-solving and communication. Originality/value Much of the learning that takes place in SMEs is incidental or informal, and often does not contribute to the long-term sustainability of the organisation. This paper aims to propose a practical framework using wPBL to structure incidental and informal learning in SMEs so that it provides an immediate benefit to the company. To date, there has been little research into the application of PBL outside higher education, and the paper proposes a framework to assist the transition of PBL to a workplace environment.

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Daryoush, Younes, Abu Daud Silong, Zohara Omar, and Jamilah Othman. "Successful Workplace Learning: Moderating Effect of Organizational Culture." International Journal of Human Resource Studies 3, no. 4 (October 1, 2013): 1. http://dx.doi.org/10.5296/ijhrs.v3i4.4180.

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A main point of this study was that successful workplace learning is depended on workplace environment and its relationship with job performance will be improved in certain organizational culture values and practices. We hypothesized that the relationship between formal, informal and incidental workplace learning with task and contextual performance would be higher in result-oriented cultures. These two hypotheses were supported. We further hypothesized and found support that workplace learning and task performance relationships are stronger in combined outcome- and innovation-oriented cultures. Our results indicate that these two cultural values complement each other in facilitating positive outcomes for workplace learning.

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Sockett, Geoffrey, and Denyze Toffoli. "Beyond learner autonomy: a dynamic systems view of the informal learning of English in virtual online communities." ReCALL 24, no. 2 (April 27, 2012): 138–51. http://dx.doi.org/10.1017/s0958344012000031.

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AbstractThis article discusses the informal learning of English by non-native speakers with particular reference to the role of virtual communities. The concept of informal learning is presented and related to current areas of interest in the literature such as incidental learning, and dynamic systems theory. Our research investigates how non-specialist language learners use the Internet in their spare time to read and listen to English, and also communicate in English, notably in online communities through social networking websites. The study looks particularly at the dynamics of these phenomena by studying a small number of non-native users of English over a period of two months. The results of this research will be used to question the relevance of the learner autonomy paradigm, which has been a cornerstone of language learning policy in Europe for the past thirty years.

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English, Leona M. "Learning from changes in religious leadership: a study of informal and incidental learning at the parish level." International Journal of Lifelong Education 18, no. 5 (September 1999): 385–94. http://dx.doi.org/10.1080/026013799293621.

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Johan, Novie, Eugene Sadler-Smith, and John Tribe. "Informal and Incidental Learning in the Liminal Space of Extended Independent (Gap-Year) Travel." Academy of Management Learning & Education 18, no. 3 (September 2019): 388–413. http://dx.doi.org/10.5465/amle.2014.0350.

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Muharom, Fauzi, Arif Nugroho, and Heldy Ramadhan Putra P. "Self-directed Use of Digital Devices for Out-of-class English Learning." International Journal of Education in Mathematics, Science and Technology 10, no. 1 (December 15, 2021): 257–71. http://dx.doi.org/10.46328/ijemst.2245.

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Twenty-first-century teaching and learning provide online resources accessible to foster learning experience across time and spaces in an informal context. Hence, enhancing learners’ voluntary adoption of digital devices is crucial to augment the promising assistance of technology for English language learning. This study sheds some light on English for Specific Purposes (ESP) learners’ voluntary digital devices for out-of-class language learning. A total of 267 Indonesian ESP learners participated in this study through a survey and semi-structured interview to examine how they were involved in informal digital learning of English beyond the classroom. The results showed that the learners used digital devices for both intentional learning to strengthen coursework and incidental learning to expand access to the target language. It was also found that the learners frequently employed digital devices for personalized aspects of the language rather than authenticity and connectivity. As for the digital device selection, the learners mostly preferred mobile phones to computers and tablets to carry out out-of-class English language activities. These results provide fruitful insights for educators on supporting ESP learners to engage in informal digital learning of English and achieve possible synchronicity between teachers' designed digital activities and learners' actual learning practices.

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Papen, Uta. "Informal, incidental and ad hoc: the information-seeking and learning strategies of health care patients." Language and Education 26, no. 2 (March 2012): 105–19. http://dx.doi.org/10.1080/09500782.2011.642878.

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23

Snell, Robin. "Book Reviews : Informal and Incidental Learning in the Workplace Victoria J. Marsick & Karen Watkins." Management Education and Development 22, no. 4 (December 1991): 331–33. http://dx.doi.org/10.1177/135050769102200413.

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Reddy, Arathi Jane, Mangeet Kaur Khera, Jessica McLaughlin, and Csaba Zoltan Szabo. "The Role of Motivation in Incidental Vocabulary Learning through Academic Videos." Asia Pacific Journal of Educators and Education 36, no. 1 (August 25, 2021): 135–53. http://dx.doi.org/10.21315/apjee2021.36.1.8.

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Recent studies suggest incidental vocabulary learning (IVL) through audio-visual input to be effective for ESL vocabulary development. However, no research has been conducted on IVL gains from academic videos, an accessible, cost- and time-efficient educational tool. Furthermore, as studies suggest that students tend to have high motivation when videos are used during teaching, it is suggested that IVL gains could vary according to student motivation levels. Therefore, this research intends to address the gap of potential IVL gains for ESL learners through academic videos and its possible relationship with motivation. A total of 56 ESL pre-university students in an English-medium university in Malaysia participated in this study. IVL gains were measured through a modified Vocabulary Size Test including a target words test before and after watching the 10-minute academic video. Students’ motivation level was measured using a video motivation questionnaire. The results indicated a significant IVL gain with 0.78 (3.9%) of the target words learned on an average. However, no correlation was found between student motivation level and IVL gains. Therefore, results from this study may give an insight on how TESOL educators can integrate academic videos into innovative, formal and informal teaching practices to develop the vocabulary of ESL students through IVL.

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Ollis, Tracey Anne. "Adult learning and circumstantial activism in the coal seam gas protests: Informal and incidental learning in an environmental justice movement." Studies in the Education of Adults 52, no. 2 (April 16, 2020): 215–31. http://dx.doi.org/10.1080/02660830.2020.1750828.

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Kowalski, Rita, and Cynthia Russell. "How We SEE Is How We Learn: Reflection in the Workplace." Advances in Developing Human Resources 22, no. 3 (June 11, 2020): 239–47. http://dx.doi.org/10.1177/1523422320927294.

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The Problem Today’s workers face constant economic, social, scientific, and technological change — a challenging climate for learning. Learners need to integrate and balance acting, reflecting, thinking, and feeling as they negotiate within this everchanging environment. The Solution This Special Issue explores workplace learning’s power through the understanding and application of reflective practices which are often informal and incidental and occur as individuals engage and learn from the experience of their daily activities. The Stakeholders HRD scholars and practitioners will benefit from an understanding of the tools and practices that facilitate workplace learning through reflection. This Special Issue provides a theoretical framing of workplace reflection, situates reflection in various contexts, offers examples of use in the workplace, addresses its risks, and raises questions for both research and practice.

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Zacharakis, Jeffrey. "Elder Play: Preliminary Research Results on How Older Adults Learn Through Motorcycling." Adult Learning 30, no. 4 (May 23, 2019): 176–82. http://dx.doi.org/10.1177/1045159519851462.

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The purpose of this research is to explore how older adults learn through play, which I denote as elder play. There is little research on how adults learn through play. This preliminary research uses grounded theory to analyze how six older motorcyclists learn through their play. Six themes emerge that are common to all interviewees: They are passionate about this hobby, active and continuous learners, intrinsically motivated to excel, social learners, able to relax through play, and aroused by the challenge. Also they do not frame or intentionally consider what they do is learning per se, rather it is an essential part of being good at motorcycling and sustaining their ability to do this sport. This research uses Bandura’s social learning and Marsick and Watkins’s informal and incidental learning to explain how older adults learn and their motivation to learn.

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Lewis, Linda H. "Marsick, Victoria J., and Watkins, Karen. (1990). Informal and Incidental Learning in the Workplace. London: Routledge, 270 pages. $47.50." Adult Education Quarterly 42, no. 3 (March 1992): 194. http://dx.doi.org/10.1177/074171369204200308.

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Murphy, Victoria L., Allison Littlejohn, and Bart Rienties. "Learning from incidents: applying the 3-P model of workplace learning." Journal of Workplace Learning 34, no. 3 (October 11, 2021): 242–55. http://dx.doi.org/10.1108/jwl-04-2021-0050.

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Purpose Learning from incidents (LFI) is an organisational process that high-risk industries use following an accident or near-miss to prevent similar events. Literature on the topic has presented a fragmented conceptualisation of learning in this context. This paper aims to present a holistic taxonomy of the different aspects of LFI from the perspective of front-line staff. Design/methodology/approach The 3-P model of workplace learning was used to guide a thematic analysis of interview data from 45 participants, exploring learner factors, learning context, learning processes and learning products. Findings The analysis was used to create a taxonomy of 21 aspects of learning, grouped into themes using the 3-P model of workplace learning. Many of the aspects of learning reflected previous literature, such as the importance of open communication. The analysis additionally demonstrated the interconnected nature of organisational and individual level learning, as well as how formal resources are needed to support informal learning in this context. Originality/value This study presents a holistic taxonomy of LFI from the perspective of front-line staff, addressing a known challenge of LFI literature being fragmented. Additionally, it provides examples of how aspects of organisational learning would influence individual-level learning and vice versa, adding to the relatively sparse number of studies that have explored this aspect. Finally, the paper highlights how informal learning in contexts where workers continually need to make sense of unseen hazards depends on formal learning activities and resources.

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Alsaif, Abdullah, and Ahmed Masrai. "Extensive Reading and Incidental Vocabulary Acquisition: The Case of a Predominant Language Classroom Input." International Journal of Education and Literacy Studies 7, no. 2 (April 30, 2019): 39. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.39.

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A considerable body of research has investigated the effectiveness of extensive reading on incidental vocabulary acquisition in second language (L2) learners. However, we still know very little about the relationship between extensive reading and vocabulary development among Saudi learners of English as a foreign language (EFL) where language classroom is the predominant source of learning, if not the only one. In the present case study, a single participant was instructed to read extensively for eight weeks as an informal activity outside the classroom. The participant’s written receptive vocabulary knowledge was measured before and after the treatment. Results indicated that extensive reading contributed largely to the participant’s vocabulary gain, suggesting that a vocabulary uptake of about eight words from extensive reading intervention has occurred compared to about two words per contact hour from language classroom input where reading texts are short and scattered throught the textbook. Finding is interpreted in order to provide some pedagogical recommendations.

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Haluza-DeLay, Randolph. "A Theory of Practice for Social Movements: Environmentalism and Ecological Habitus*." Mobilization: An International Quarterly 13, no. 2 (June 1, 2008): 205–18. http://dx.doi.org/10.17813/maiq.13.2.k5015r82j2q35148.

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This article draws on Bourdieu's sociological approach to expand social movement theory, while offering sociologically robust direction for movements themselves. In Bourdieu's theory, practical action is produced by the habitus. Generated in its social field, habitus conveys cultural encoding yet in a nondeterministic manner. In a Bourdieusian approach, environmental social movement organizations become the social space in which a logic of practice consistent with movement goals can be "caught" through the informal or incidental learning that occurs as a result of participation with social movement organizations. I compare Bourdieu's theory of practice with Eyerman and Jamison's view of social movements as cognitive praxis. I argue that the environmental movement would be better served by conceptualizing itself as working to create an ecological habitus which would underpin ecological lifestyles and environmental social change

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Papanagnou, Dimitrios, Urvashi Vaid, Victoria J. Marsick, Henriette Lundgren, Grace A. Alcid, Deborah Ziring, and Karen E. Watkins. "Informal and Incidental Learning in Complex Clinical Environments: An Examination of Critical Incidents of Frontline Physicians During the COVID-19 Pandemic and Implications for Medical Education." Academic Medicine 97, no. 11S (October 18, 2022): S172. http://dx.doi.org/10.1097/acm.0000000000004816.

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Fee, Anthony, and Sidney J. Gray. "Expatriates as catalysts: what and how Vietnamese locals learn from self-initiated expatriates." Cross Cultural & Strategic Management 27, no. 3 (May 23, 2020): 389–416. http://dx.doi.org/10.1108/ccsm-08-2019-0145.

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PurposeIn an era when expatriates are increasingly used as strategic conduits for developing capabilities in local business units, we identify what and how host-country nationals in a developing economy learn from self-initiated expatriates whose assignments focus on organizational capacity development objectives.Design/methodology/approachSemi-structured interviews with 23 Vietnamese host-country nationals rendered a sample of 138 learning episodes for qualitative content analysis. Respondents were employed in Vietnamese government and non-government organizations and worked closely with multiple self-initiated expatriates in a variety of professional contexts.FindingsHost-country nationals develop a broad array of primarily “soft” capabilities. This learning is typically informal and vicarious in nature. While learning tends to arise incidentally through day-to-day activities, host-country nationals facilitate this by structuring their formal and informal interactions with expatriates to maximize their learning potential.Research limitations/implicationsWhile the study's exploratory design and specific context limit the transferability of our results, analysis of a sample of specific learning episodes allowed us to map “hotspots” of particular activities and contexts in which certain learning outcomes transpired.Practical implicationsOur results put into sharp focus the overlooked roles of expatriates as models (to be observed), mentors (to be consulted) and collaborators (to be partnered with) who can catalyse valued learning opportunities for local colleagues.Originality/valueWe provide a comprehensive account of the nature and extent of informal learning that host-country nationals accumulate during interactions with expatriates, and so contribute to a more nuanced understanding of the experiences of host-country nationals in international business.

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H. Mulder, Regina. "Exploring feedback incidents, their characteristics and the informal learning activities that emanate from them." European Journal of Training and Development 37, no. 1 (January 18, 2013): 49–71. http://dx.doi.org/10.1108/03090591311293284.

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Gartmeier, Martin, Eva Ottl, Johannes Bauer, and Pascal Oliver Berberat. "Learning from errors: critical incident reporting in nursing." Journal of Workplace Learning 29, no. 5 (July 10, 2017): 343–56. http://dx.doi.org/10.1108/jwl-01-2017-0011.

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Purpose The purpose of this paper is to conceptualize error reporting as a strategy for informal workplace learning and investigate nurses’ error reporting cost/benefit evaluations and associated behaviors. Design/methodology/approach A longitudinal survey study was carried out in a hospital setting with two measurements (time 1 [t1]: implementation of a critical incident reporting (CIR) system; t2: three months after t1). Correlational and hierarchical cluster analyses were used to interpret the data. Findings Positive cost-benefit correlations and negative cross-correlations were found, with no substantial changes over time. “Reporters” and “learners” were differentiated regarding error-reporting behaviors. Cost-benefit perceptions predicted membership in the “reporters” group; perception of effort costs negatively predicted an error-reporting preference. Research limitations/implications This study was limited, in that only a questionnaire was used to collect data. Practical implications Stressing the benefits of CIR systems should contribute to reducing employees’ perception of reporting costs; thus, ease of use is a critical factor in CIR system use. Originality/value The study empirically probes a well-established theoretical model, and various ideas for further research are suggested.

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Yardley, Sarah, Sally-Anne Francis, Antony Chuter, Stuart Hellard, Julia Abernethy, and A. Carson-Stevens. "Mixed-methods study protocol: do national reporting and learning system medication incidents in palliative care reflect patient and carer concerns about medication management and safety?" BMJ Open 11, no. 9 (September 2021): e048696. http://dx.doi.org/10.1136/bmjopen-2021-048696.

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IntroductionApproximately 20% of serious safety incidents involving palliative patients relate to medication. These are disproportionately reported when patients are in their usual residence when compared with hospital or hospice. While patient safety incident reporting systems can support professional learning, it is unclear whether these reports encompass patient and carer concerns with palliative medications or interpersonal safety.AimTo explore and compare perceptions of (un)safe palliative medication management from patient, carer and professional perspectives in community, hospital and hospice settings.Methods and analysisWe will use an innovative mixed-methods study design combining systematic review searching techniques with cross-sectional quantitative descriptive analysis and interpretative qualitative metasynthesis to integrate three elements: (1) Scoping review: multiple database searches for empirical studies and first-hand experiences in English (no other restrictions) to establish how patients and informal carers conceptualise safety in palliative medication management. (2)Medication incidents from the England and Wales National Reporting and Learning System: identifying and characterising reports to understand professional perspectives on suboptimal palliative medication management. (3) Comparison of 1 and 2: contextualising with stakeholder perspectives.Patient and public involvementOur team includes a funded patient and public involvement (PPI) collaborator, with experience of promoting patient-centred approaches in patient safety research. Funded discussion and dissemination events with PPI and healthcare (clinical and policy) professionals are planned.Ethics and disseminationProspective ethical approval granted: Cardiff University School of Medicine Research Ethics Committee (Ref 19/28). Our study will synthesise multivoiced constructions of patient safety in palliative care to identify implications for professional learning and actions that are relevant across health and social care. It will also identify changing or escalating patterns in palliative medication incidents due to the COVID-19 pandemic. Peer-reviewed publications, academic presentations, plain English summaries, press releases and social media will be used to disseminate to the public, researchers, clinicians and policy-makers.

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Spencer, Robert J., Jaclyn Reckow, Lauren L. Drag, and Linas A. Bieliauskas. "Incidental Learning." Cognitive And Behavioral Neurology 29, no. 4 (December 2016): 206–11. http://dx.doi.org/10.1097/wnn.0000000000000108.

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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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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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Holt, Lori L., Yafit Gabay, Frederic Dick, and Jason Zevin. "Incidental auditory category learning." Journal of the Acoustical Society of America 137, no. 4 (April 2015): 2386. http://dx.doi.org/10.1121/1.4920684.

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Webb, Stuart, Jonathan Newton, and Anna Chang. "Incidental Learning of Collocation." Language Learning 63, no. 1 (November 21, 2012): 91–120. http://dx.doi.org/10.1111/j.1467-9922.2012.00729.x.

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Gabay, Yafit, Frederic K. Dick, Jason D. Zevin, and Lori L. Holt. "Incidental auditory category learning." Journal of Experimental Psychology: Human Perception and Performance 41, no. 4 (August 2015): 1124–38. http://dx.doi.org/10.1037/xhp0000073.

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English, Leona M. "INFORMAL AND INCIDENTAL TEACHING STRATEGIES IN LAY‐LED PARISHES." Religious Education 94, no. 3 (June 1999): 299–312. http://dx.doi.org/10.1080/0034408990940305.

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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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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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Rogers, John. "Awareness and learning under incidental learning conditions." Language Awareness 26, no. 2 (February 20, 2017): 113–33. http://dx.doi.org/10.1080/09658416.2017.1287711.

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English, Leona M. "THE SUBVERSIVE CURRICULUM: WHAT RELIGIOUS EDUCATORS ARE LEARNING INFORMALLY AND INCIDENTALLY." Religious Education 95, no. 2 (March 2000): 167–80. http://dx.doi.org/10.1080/0034408000950205.

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Freedberg, Michael, Tana T. Wagschal, and Eliot Hazeltine. "Incidental learning and task boundaries." Journal of Experimental Psychology: Learning, Memory, and Cognition 40, no. 6 (2014): 1680–700. http://dx.doi.org/10.1037/xlm0000010.

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Malone, Jonathan. "INCIDENTAL VOCABULARY LEARNING IN SLA." Studies in Second Language Acquisition 40, no. 3 (February 19, 2018): 651–75. http://dx.doi.org/10.1017/s0272263117000341.

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AbstractThis study explored the roles of exposure frequency, aural enhancement (AE) of input, and individual differences in working memory (WM) during L2 incidental vocabulary learning while reading. Eighty intermediate-level English learners were divided into four treatment groups, and given reading tasks with target words embedded two or four times. Listening while reading was controlled, as well as duration of exposure to new words through timed reading tasks, and comprehension questions helped to ensure a focus on meaning. Surprise posttests assessed initial form recognition and form-meaning connections. Proficiency and WM measures were administered, with English proficiency used as a covariate. Results indicated that measurable learning occurred at the two-exposure level for new words, both in form recognition and form-meaning connections. Frequency effects held from two to four exposures across AE and non-AE conditions, but were influenced by AE on the form-meaning outcome. This indicated support for simultaneous input modalities facilitating deeper processing and better learning outcomes. WM outcomes correlated with vocabulary outcomes for form recognition, and an aptitude by treatment interaction was found for form recognition.

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