The authors investigated the meanings and uses of the terms formal, informal and non-formal learning and found that there are significant elements of formal learning in informal situations, and elements of informality in formal situations; the two are inextricably inter-related.
Abstract:
This paper summarises some of the analysis and findings of a project commissioned to investigate the meanings and uses of the terms formal, informal and non-formal learning. Many texts use these terms without any clear definition, or employ conflicting definitions and boundaries. The paper therefore proposes an alternative way of analysing learning situations in terms of attributes of formality and informality. Applying this analysis to a range of learning contexts, one of which is described, suggests that there are significant elements of formal learning in informal situations, and elements of informality in formal situations; the two are inextricably inter-related. The nature of this inter-relationship, the ways it is written about and its impact on learners and others, are closely related to the organisational, social, cultural, economic, historical and political contexts in which the learning takes place. The paper briefly indicates some of the implications of our analysis for theorising learning, and for policy and practice.
TL;DR: This research focuses on designing interactive online learning environments, and students’ scientific knowledge building through collaborative inquiry in computermediated communication, virtual learning environment, mobile learning and community of learners.
TL;DR: In this paper, the authors present an argument that a greater collaboration between the formal and the informal sector could address some of the criticisms of formal school science education, and they suggest that the provision of an effective science education entails an enhanced complementarity between the two sectors.
TL;DR: In this article, the authors investigate factors that influence informal learning in the workplace and the types of informal learning activities people engage in at work, and find a significant correlation between informal learning engagement and the presence of learning organization characteristics.
TL;DR: In this article, a systematic review of work-related learning was conducted to examine the antecedents of work related learning and found a positive relationship between intention and actual participation in workrelated learning with respect to attitude, subjective norms, self-efficacy, and career related variables.
TL;DR: In this article, two such metaphors are identified: the acquisition metaphor and the participation metaphor, and their entailments are discussed and evaluated, and the question of theoretical unification of research on learning is addressed, wherein the purpose is to show how too great a devotion to one particular metaphor can lead to theoretical distortions and to undesirable practices.
TL;DR: In this article, the authors argue that learning is not discrete categories, and to think that they are is to misunderstand the nature of learning, and that it is more accurate to conceive "formality" and "informal" as attributes present in all circumstances of learning.
TL;DR: In this article, the authors argue that describing learning through work as being "informal" is incorrect, and that the structuring of workplace activities has dimensions associated with learning directed for the continuity of the practice, which also often has inherently pedagogical qualities.
TL;DR: Helen Colley, Phil Hodkinson and Janice Malcolm as mentioned in this paper provide a very helpful overview of different discourses around non-formal and informal learning and find that there are few, if any, learning situations where either informal or formal elements are completely absent.
In this paper, the authors make the following claims: • All learning situations contain attributes of formality/informality, and those attributes and their interrelationships influence the nature and effectiveness of learning.
Q2. What is the emphasis of the research?
The emphasis is primarily upon the ubiquity and efficiency of everyday or informal learning, defined in opposition to formal education.
Q3. What were the main reasons for the teachers being forced to learn?
Teachers were often forced to learn things that the government required them to do: teach numeracy and literacy through art lessons, use computers in the classroom, or meet the needs of a new curriculum and assessment structure for post –16 students.
Q4. What were the main characteristics of the study?
When Hodkinson and Hodkinson (2003) studied the workplace learning of experienced schoolteachers, many attributes of the teacher learning process and content were informal, the purposes were partly informal, in so far as the teachers learned for voluntary reasons, often largely unaware that they were actually learning, and the location/setting was partly informal.
Q5. What are the advantages of a classifying learning into three different types?
Making it easier to analyse the nature of learning in many situations, and to recognise changes to learning, as the balance between attributes of formality changes.•
Q6. Why is the concept of non-formal learning redundant?
For this reason, the concept of non-formal learning, at least when seen as a middle state between formal and informal, is redundant.