scholarly journals Exploring university students’ use of technologies beyond the formal learning context: A tale of two online platforms

2015 ◽  
Vol 31 (3) ◽  
Author(s):  
Liping Deng ◽  
Nicole Judith Tavares
Keyword(s):  
Informal Learning ◽  
Teaching Practice ◽  
Formal Learning ◽  
Emotional Needs ◽  
Learning Context ◽  
Online Participation ◽  
Teaching Resources ◽  
Individual Interviews ◽  
And Control ◽  
Teaching Ideas

<p class="abstract">Situated within an informal learning context, this study examines how a group of pre-service teachers in Hong Kong use Facebook and Google Sites on their own initiative to fulfil their academic and socio-emotional needs during their teaching practice. Also included in the study are the motivating and inhibiting factors that influence student online participation. Guided by an informal learning model and the literature relating to online participation and sense of community, this exploratory study generates its findings from questionnaires, individual interviews and online postings. The results show that the Google Sites created an avenue for the students to share a range of self-developed teaching resources and ideas. Facebook is a more interactive platform through which the participants seek peer support, exchange teaching ideas, and engage in discussions on a variety of topics. Structure and control provided by Google Sites and immediacy and interactivity afforded by Facebook become complementary to each other.</p><p> </p>

scholarly journals Co-designing tools for workplace learning

2020 ◽  
Vol 121 (3/4) ◽  
pp. 175-205
Author(s):  
Sebastian Maximilian Dennerlein ◽  
Vladimir Tomberg ◽  
Tamsin Treasure-Jones ◽  
Dieter Theiler ◽  
Stefanie Lindstaedt ◽  
...  
Keyword(s):  
Health Care ◽  
Informal Learning ◽  
Health Care Professionals ◽  
Technology Enhanced Learning ◽  
Cognitive Tools ◽  
Formal Learning ◽  
Learning Context ◽  
Design Decisions ◽  
Content Type

Purpose Introducing technology at work presents a special challenge as learning is tightly integrated with workplace practices. Current design-based research (DBR) methods are focused on formal learning context and often questioned for a lack of yielding traceable research insights. This paper aims to propose a method that extends DBR by understanding tools as sociocultural artefacts, co-designing affordances and systematically studying their adoption in practice. Design/methodology/approach The iterative practice-centred method allows the co-design of cognitive tools in DBR, makes assumptions and design decisions traceable and builds convergent evidence by consistently analysing how affordances are appropriated. This is demonstrated in the context of health-care professionals’ informal learning, and how they make sense of their experiences. The authors report an 18-month DBR case study of using various prototypes and testing the designs with practitioners through various data collection means. Findings By considering the cognitive level in the analysis of appropriation, the authors came to an understanding of how professionals cope with pressure in the health-care domain (domain insight); a prototype with concrete design decisions (design insight); and an understanding of how memory and sensemaking processes interact when cognitive tools are used to elaborate representations of informal learning needs (theory insight). Research limitations/implications The method is validated in one long-term and in-depth case study. While this was necessary to gain an understanding of stakeholder concerns, build trust and apply methods over several iterations, it also potentially limits this. Originality/value Besides generating traceable research insights, the proposed DBR method allows to design technology-enhanced learning support for working domains and practices. The method is applicable in other domains and in formal learning.

Using CALL in a formal learning context to develop oral language awareness in ESL: an assessment

ReCALL ◽  
2011 ◽  
Vol 23 (2) ◽  
pp. 86-97 ◽  
Author(s):  
Laurence Vincent-Durroux ◽  
Cécile Poussard ◽  
Jean-Marc Lavaur ◽  
Xavier Aparicio
Keyword(s):  
Language Learning ◽  
Oral Language ◽  
English Language ◽  
Formal Context ◽  
Formal Learning ◽  
Language Awareness ◽  
Learning Context ◽  
Individual Interviews ◽  
Before And After ◽  
Post Test

AbstractFrench learners at university meet difficulties in the comprehension of oral English. Being in a formal context of language learning, they need to develop language awareness to compensate for insufficient exposure to the English language.To meet the students’ needs, data was collected in order to pinpoint the main errors made by French learners in listening tasks. The errors were then analyzed and put into perspective with the system of oral English; a connection clearly appeared between the errors and what is barely heard or cannot be heard in reference to written English, hinting at what could cause poor oral comprehension. Three areas of knowledge appeared to be missing in the students’ background: the links between morpho-syntax and phonology, the mastery of phonological data found in dictionaries and the possible recourse to strategies in order to compensate for what has not been heard properly. These issues were addressed in an on-line program designed for non-beginners of English at university.This paper deals with the assessment of the progress made by users of the program in a formal learning situation. Two groups of learners were considered: students whose major is English, and students for whom the study of English is optional. Two series of tests were implemented, before and after the use of the program. The tests focused on the ability of learners to read IPA transcription, to count syllables in oral English, and to pronounce auxiliaries and prepositions in different contexts.The results to be discussed establish that the two groups of learners significantly improved their knowledge of oral English. Of particular interest is the fact that, even if the two groups had significantly different knowledge of oral English before using the program, with non-specialists of English having poorer knowledge, the two groups obtain similar results on the post-test, showing greater progress on the part of the non-specialists. All learners appear to improve dramatically their knowledge of IPA and their ability to use it.The progress measured by the tests was corroborated by other modes of assessment: a survey on the students’ judgment as regards the usefulness of the program, and individual interviews focusing on what the students recall from the content of the program. In the latter, the students used relevant meta-linguistic and meta-cognitive expressions, showing their ability for further progress in developing listening abilities in English as a Second Language (ESL).

Multidisciplinary symmetry education with Poly-Universe toolkit in schools and informal learning context in Finland

2020 ◽  
Vol 31 (1) ◽  
pp. 23-34
Author(s):  
Kristóf Fenyvesi ◽  
Kerry Osborne ◽  
Matias Kaukolinna ◽  
Merja Sinnemäki ◽  
Leena Kuorikosi ◽  
...  
Keyword(s):  
Informal Learning ◽  
Learning Context

Psychological empowerment as an antecedent of workplace learning: A study in the context of SMEs in Pakistan

2019 ◽  
Vol 12 (2) ◽  
Author(s):  
Syed Tanveer Hussain Shah ◽  
Syed Mohsin Ali Shah ◽  
Junaid Athar Khan
Keyword(s):  
Informal Learning ◽  
Workplace Learning ◽  
Structural Equation ◽  
Psychological Empowerment ◽  
Self Determination ◽  
Primary Data ◽  
Equation Modeling ◽  
Formal Learning ◽  
Important Form

A very important aspect of HRD research is Workplace Learning (WPL). WPL is very important considering its role in the development of skills and abilities of employees. Since employees are a crucial asset for organizations to achieve competitive advantage. Therefore, organizations must ensure continuous learning of their employees. This research was aimed at the investigation of the antecedent role of Psychological Empowerment (PE) for WPL. Using a quantitative approach, primary data was collected from 241 employees of 153 SMEs in Pakistan. Data was analyzed through Structural Equation Modeling (SEM) by using PLS-SEM. The results of the study indicated that PE did play the role of an antecedent of WPL. Furthermore, Informal learning appeared as the most important form of WPL, followed by incidental and formal learning in SMEs in Pakistan. Keywords: Psychological empowerment; self-efficacy; workplace learning; self-determination; PLS-SEM.

Understanding Performance Coach Development: Perceptions About a Postgraduate Coach Education Program

2015 ◽  
Vol 2 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Jamie Araya ◽  
Andrew Bennie ◽  
Donna O’Connor
Keyword(s):  
Informal Learning ◽  
Community Of Practice ◽  
Formal Learning ◽  
Coach Education ◽  
Types Of Knowledge ◽  
Socially Constructed ◽  
Learning Contexts ◽  
Diverse Learning ◽  
Coach Development ◽  
Semistructured Interviews

The purpose of this study was to enrich our understanding of formal coach education settings. We investigated how coaches developed knowledge during a postgraduate tertiary coach education course. We also explored coaches’ perceptions of changes they made to their coaching attitudes, behaviours, skills, and practices as a result of their studies. Semistructured interviews1were conducted with 17 performance coaches. Results revealed that coaches developed knowledge through rich learning situations that were relevant to their coaching context. Furthermore, the three types of knowledge (professional, interpersonal and intrapersonal; Côté & Gilbert, 2009) were fostered in an environment that was socially constructed through a Community of Practice. Coaches felt they were better equipped to develop athlete performance as a result of the knowledge gained through the course. The findings reinforce the importance of developing formal coach education that is learner-centred, provides diverse learning experiences, and embraces informal learning concepts when embedded in formal learning contexts.

scholarly journals Music in Informal and formal learning situations in ECEC

2016 ◽  
Vol 13 ◽  
Author(s):  
Morten Sæther
Keyword(s):  
Informal Learning ◽  
Teaching And Learning ◽  
Formal Learning ◽  
Outdoor Activities ◽  
Childhood Education ◽  
Professional Educators ◽  
Theoretical Perspectives ◽  
Education And Care ◽  
Practical Experiences ◽  
Theory Research

The aim of this article is, through theory, research and practical experiences, to discuss how informal teaching and learning situations exemplified by activities including music plays a part in Early Childhood Education and Care (ECEC). The theoretical frame in this article is based on perspectives on informal teaching and learning in music and in general (Green 2002, 2008; Henze, 2009; Folkestad, 2006; Mak, 2007). The tradition in Norwegian ECEC centers has been based on informal learning processes mainly through social interaction, play, dialogs, aesthetical and outdoor activities in everyday life. ECEC teachers challenged to articulate Informal teaching and learning as professional educators. In light of that statement it is introduced, theoretical perspectives and studies of professions (Abbott, 1988; Grimen, 2008; Heggen, 2008; Polanyi, 2002). The author describes and discusses opportunities of music in ECEC centers and how music can contribute learning in informal learning situations. The discussion refers narrative episodes from observations of ECEC practice. Methodology is based on thematic analysis inspired of  Riessman (2008) and Polkinghorne (1995).

scholarly journals Digital games, cognitive skills, and motivation:

2020 ◽  
Vol 8 (5) ◽  
pp. 123-135
Author(s):  
Daniela Ramos ◽  
Bruna Santana Anastácio ◽  
Gleice Assunção da Silva ◽  
Clarissa Venturieri ◽  
Naomi Stange ◽  
...  
Keyword(s):  
Game Design ◽  
Cognitive Skills ◽  
Digital Games ◽  
Learning Context ◽  
Individual Interviews ◽  
School Year ◽  
Active Player ◽  
School Learning ◽  
Second Year ◽  
Level Of Motivation

In addition to entertainment, games have been recognized as enhancers of cognition and associated with increased motivation in the school learning context. The possibility of immersion and active player participation is considered a distinguished aspects of game design. Therefore, this study proposed the application of Brain School’s digital games using tablets during a school year, with weekly interventions of 50 minutes in a class of the second year of elementary school. Twenty-five students were analyzed with an average of eight years old. At the end of the interventions, the evaluation was carried out through individual interviews. The results revealed that most of children felt motivated to participate in the games activities. However, there was no association between level of motivation and cognitive skills investigated (attention and problem solving), nor between preferred games and cognitive skills trained. However, qualitative data showed that children liked using games and acknowledged that the activity contributed with the exercise of their abilities. In general, this research contributed to reinforcing the importance of the diversification of methodological strategies which include the use of digital games in education.

scholarly journals Utilizing WebQuests for Enhancing Teaching Skills of Saudi Pre-Service Teachers of English as a Foreign Language

2020 ◽  
Vol 10 (6) ◽  
pp. 254
Author(s):  
Ali Alsagheer A. Mohammmad ◽  
Mohammed Albahiri
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Control Group ◽  
Teaching Skills ◽  
Teaching Performance ◽  
Use Of Technology ◽  
Significant Difference ◽  
And Performance ◽  
And Control ◽  
Experimental Group

Purpose: There is need to focus on extensive use of technology in teaching and learning process, since the teachers are provided with well-organized WebQuests that are beneficial for developing effective teaching skills. The study aims to investigate the extent of the effects of WebQuests on the teaching skills and performance of pre-service teachers of English at the College of Education of King Khalid University. Methodology: The study sample, which included 35 students of the general diploma in English, were divided into two groups: experimental and control. The members of the control group were supervised in the traditional way during their teaching practice, and the members of the experimental group were given WebQuests so that they could surf the internet under the guidance of their supervisor and find the information they needed about teaching skills. The teaching performance of the teachers of both groups was assessed via a teaching performance observation form. The data collected through classroom observation was analyzed using SPSS. The differences between the teachers of both the groups in terms of the teaching skills were calculated using Mann-Whitney U test. Findings: Statistically significant differences were found in the rank means of the participants of the control and the experimental groups regarding their lesson planning and teaching skills. The results were favorable for the teachers of the experimental group; however, no significant difference was found between the scores of the experimental and the control groups in terms of lesson evaluation skills. Originality: The use of WebQuests significantly enhances the teaching skills of the students of the general diploma in English.

scholarly journals Am I a Technophile? the Narrative Study of Teachers’ Belief about Digital Literacy

2019 ◽  
Vol 2 (4) ◽  
pp. 595-606
Author(s):  
Syariful Imam Hadi Cahyono ◽  
Nur Arifah Drajati ◽  
Ngadiso Ngadiso
Keyword(s):  
Teacher Beliefs ◽  
High School Teachers ◽  
Digital Literacy ◽  
Formal Learning ◽  
Learning Context ◽  
Digital Competence ◽  
School Communities ◽  
Narrative Study ◽  
Technical Aid ◽  
Development Course

The aim of the study is to explore teacher’s belief and practice about the use of digital literacy in the EFL classroom. The framework of Borg (2006) about teacher beliefs is used as a theoretical framework for collecting and analyzing data. This study explores how teacher beliefs affect the use digital literacy. The participants of the study were two senior high school teachers in Indonesia. Researchers conducted interviews, classroom observation, and document analysis such as lesson plans, syllabi, and student assignments. The results of the study showed that it was fully crucial to provide a professional development course which was ready-to-use and met the student’s and teacher’s need because in-service teachers have lack of knowledge and experience about digital literacy from their formal learning context. The support of school communities in term of regulation, discussion, sharing experience, and technical aid. Moreover, promoting technology-rich environment also facilitate the use of digital literacy in the classroom in which the technology adopted should be in accordance with digital competence and the needs of students and teachers.

scholarly journals Reconsider deschooling: Alternative towards more accessible and inclusive education

2018 ◽  
Vol 31 (3) ◽  
pp. 256
Author(s):  
Agie Nugroho Soegiono ◽  
Aulia Anis ◽  
Saskia Rizqina Maulida
Keyword(s):  
Informal Learning ◽  
Inclusive Education ◽  
School Setting ◽  
Learning Activities ◽  
Education For All ◽  
Formal Learning ◽  
Delivery Method ◽  
Self Directed Learning ◽  
E Learning ◽  
Directed Learning

This essay discusses deschooling concept as an alternative learning delivery method to achieve education for all. We argue that the deschooling idea, first introduced by Illich before the era of the Internet, has become relevant in relation to today’s education challenges. What we mean by deschooling in this paper is not the abolishment of the schooling system. Instead, the recall of deschooling discourse aims to provide more recognition of learning activities outside of the school setting. The learning webs, a key enabler in deschooling discourse, are realistic when implemented with the help of 21st century’s technology. The argument in this paper utilised an in-depth literature review and discourse analysis in the deschooling debate. To strengthen our argument, we have provided three case studies in the form of informal learning, non-formal learning and e-learning related to deschooling initiatives. Based on our findings, we can conclude that deschooling society is certainly viable. The principles used in deschooling, such as flexibility, inclusiveness, adaptability and personalisation, are alternatives for everyone to have freedom of access, use, copy, and modify learning resources. We also found that there may be possible challenges, including the limitation of self-directed learning, the pitfall of institutionalised capital and a lack of social interaction.

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