Formal – Non-formal – Informal in Education

Tudor, Sofia Loredana

doi:10.1016/j.sbspro.2013.04.213

Cited by 46 publications

(43 citation statements)

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“…Moreover, informal learning does not specify the subject or materials required for effective study (Livingstone, 2000;Tudor, 2013). Researchers have proposed some features of formal, non-formal and informal learning.…”

Section: Digital Informal Learningmentioning

confidence: 99%

Digital informal learning among Chinese university students: the effects of digital competence and personal factors

Zhu

2017

Int J Educ Technol High Educ

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Although informal learning with digital technology is a near universal activity among university students, the processes that influence and regulate digital informal learning (DIL) is not given. Meanwhile, digital competence is of growing importance for our current information society, and also it plays an essential role in the process of digital informal learning. However, the measurement for digital competence is a critical challenge for further understanding its development in practice. This study contributes to our understanding of students' digital informal learning behavior by examining the effects of digital competence, along with other personal factors. Partial least square (PLS) path modeling was employed to explain the interaction and effects of these factors on students' DIL. Students from a large-sized public university in Beijing participated in this study. The results revealed students' personal innovativeness and digital competence are mediated by attitude to DIL to affect students' DIL, and all these personal factors demonstrated important direct effects on students' DIL. Additionally, significant gender differences between female and male students in certain aspects of digital competence were observed.

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Section: Digital Informal Learningmentioning

confidence: 99%

Digital informal learning among Chinese university students: the effects of digital competence and personal factors

Zhu

2017

Int J Educ Technol High Educ

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“…Instead, any environment conducive to teaching and learning maybe used. Tudor [20] points out that informal education "…is not deliberately organized to ensure student's learning. The learner often does so unintentionally".…”

Section: Informalmentioning

confidence: 99%

“…Tudor [20] states that non-formal education "…is intentional, the person attending these forms of education makes it for own reasons, and programs are organized for learning, coming to complement, support or as a source of valorisation of the learning experiences formally acquired". This is a teaching and learning process that normally takes place outside of the normal school, university or formal institution.…”

Section: Non-formal Educationmentioning

confidence: 99%

Culturally Relevant Teaching

Ngubane¹

2019

Teacher Education in the 21st Century

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This chapter intends to highlight the importance of Relevant Teaching, hereinafter referred to as CRT within South African context in the twenty-first century. CRT will contribute towards achieving quality education. This chapter is conceptual by nature and a desktop literature was employed. CRT may have positive impact on the life of Africans because they have experienced poor education since the early 1900s after the Nationalist Party decided to develop a system of education that had a negative impact on the culture of African people as the backbone of their nation. In order to attempt addressing the culturally relevant teaching quest, this chapter discusses Bantu education, African Traditional Education, Western type of education, education as a foundation, ever changing needs, and curriculum as a core business for teaching.

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“…A Psicoeducação enquadra-se nas formas de educação não formal, visto que se trata de uma ação educativa organizada, que se desenvolve fora dos sistemas formais de ensino (Tudor, 2013). É uma abordagem educativa que visa ajudar os doentes e/ou seus familiares a aprender os principais aspetos sobre uma doença; esclarecer dúvidas e desmistificar crenças sobre a doença; fornecer estratégias de coping; reduzir o stress familiar provocado pela doença; prestar apoio social; bem como, promover o envolvimento ativo do doente e da família nos cuidados de saúde (Caqueo-Urízar, Rus-Calafell, Urzúa, Escudero, & Gutiérrez-Maldonado, 2015;Chan, Yip, Tso, Cheng, & Tam, 2009;Petitjean, 2011).…”

Section: Introductionunclassified

ANCORAGEM – Um programa de psicoeducação para familiares de doentes com esquizofrenia

Cabral¹,

Bulhões²,

Pereira³

et al. 2015

R Est Inv Psico y Educ

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ResumoA Psicoeducação é uma abordagem educativa não-formal,que tem vindo a ganhar relevo pelo impacto positivo que exerce no processo de recuperação de determinadas doenças.Esta abordagem tem como principal objetivo fornecer informação sobre uma doença e disponibilizar ferramentas para lidar com as particularidades do problema de saúde.A literatura sobre intervenções psicoeducativas refere-se essencialmente a sessões expositivas de conhecimentos técnicos da doença, parecendo existir poucas referências que especifiquem outros métodos e técnicas pedagógicas utilizadas neste tipo de intervenção.Assim, o objetivo do presente trabalho é apresentar um programa de psicoeducação,dando principal enfoque ao papel dos vários métodos e técnicas pedagógicas utilizadas no mesmo. Palabras clave: Educação para a saúde, família, programa.A Psicoeducação enquadra-se nas formas de educação não formal, visto que se trata de uma ação educativa organizada, que se desenvolve fora dos sistemas formais de ensino (Tudor, 2013). É uma abordagem educativa que visa ajudar os doentes e/ou seus familiares a aprender os principais aspetos sobre uma doença; esclarecer dúvidas e desmistificar crenças sobre a doença; fornecer estratégias de coping; reduzir o stress familiar provocado pela doença; prestar apoio social; bem como, promover o envolvimento ativo do doente e da família nos cuidados de saúde (Caqueo-Urízar,

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Formal – Non-formal – Informal in Education

Cited by 46 publications

References 0 publications

Digital informal learning among Chinese university students: the effects of digital competence and personal factors

Digital informal learning among Chinese university students: the effects of digital competence and personal factors

Culturally Relevant Teaching

ANCORAGEM – Um programa de psicoeducação para familiares de doentes com esquizofrenia

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