Information Seeking, Information Sharing, and going mobile: Three bridges to informal learning

Mills, Leila A.; Knezek, Gerald; Khaddage, Ferial

doi:10.1016/j.chb.2013.08.008

Cited by 83 publications

(67 citation statements)

References 21 publications

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“…The role of online social media in bridging between formal and informal learning [49] provides optimal learning contexts reaching beyond awareness to the level of knowledge application. Perceived teaching methods are significant predictors, but their importance in comparison to other predictors is relatively small.…”

Section: Discussionmentioning

confidence: 99%

“…We see digital practices taking the role of boundary crosser and supporting learning through connecting social practices in personal, academic, and professional spheres (Figure 2). Digital practices combine formal and informal learning [49], and contribute to authentic learning. Authentic learning connects to social practice contexts [50], the context of authentic professional practices, and authentic lifeworld practices.…”

Section: Digital Practices Providing Authenticity; Connecting Formal mentioning

confidence: 99%

“…Informal learning makes essential contributions to learning in professional contexts; the application of workplace learning [47] involves authentic learning about solving real-life problems [39] for the adoption of innovations [48] and learning in digital environments [49]. It also has excellent potential for SD in the personal sphere [21].…”

Section: Digital Practices Providing Authenticity; Connecting Formal mentioning

confidence: 99%

See 2 more Smart Citations

Designing Learning for Sustainable Development: Digital Practices as Boundary Crossers and Predictors of Sustainable Lifestyles

Starčič

Terlevic²,

Lin

et al. 2018

Sustainability

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Sustainable development (SD) is a multidimensional issue. However, research findings report a divide between students' awareness and behavior. It is identified that study programs are designed more for awareness outcomes, and not so much for behavioral outcomes. For higher-order learning outcomes manifested in a sustainable development behavior, the authors argue for a model based on an understanding of learning as boundary crossing. Based on this model, learning for sustainable development occurs in relating social practices, lifestyles, academic practices, professional practices, and students' digital practices. To inform teachers' approaches to teaching as an important driver of institutional change, we conducted a survey among students of urban and spatial planning in Slovenia. Examined factors included personal, academic, and digital predictors for sustainable development awareness, lifestyle, and behavioral intention. We hypothesized that a significant predictor for sustainable development behavior, which was measured as sustainable lifestyle and sustainable development behavioral intention, would be learning in social practices, and that learning in social practices would predict preferred teaching methods. The findings of hierarchical regression analysis indicated personal factors as the most important predictors of SD behavioral intention, and academic predictors as the most important factors for SD awareness. Digital practices were found to be the most important predictors of a sustainable lifestyle. Social practices of sustainable lifestyle, digital practices, and perceived teaching methods predicted students' preferred teaching methods. We discuss the future directions of sustainable development education, considering digital social media practices as essential boundary crossers.

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Section: Discussionmentioning

confidence: 99%

Section: Digital Practices Providing Authenticity; Connecting Formal mentioning

confidence: 99%

Section: Digital Practices Providing Authenticity; Connecting Formal mentioning

confidence: 99%

See 1 more Smart Citation

Designing Learning for Sustainable Development: Digital Practices as Boundary Crossers and Predictors of Sustainable Lifestyles

Starčič

Terlevic²,

Lin

et al. 2018

Sustainability

View full text Add to dashboard Cite

show abstract

“…In more recent years, the advances of IT technologies and especially Web 2.0 and mobile technologies have given a boost to IL by providing the means to liberate the learning process from any location and time constraints [15,16,17,18,19,20,21]. The inherently unstructured nature of IL makes it that the benefits of connectivity, mobility and the social tools available today make it more approachable than ever.…”

Section: State Of the Artmentioning

confidence: 99%

Designing an informal learning support framework

Galanis

Mayol

Forment

et al. 2015

Proceedings of the 3rd International Conference on Technological Ecosystems for Enhancing Multiculturality

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Informal learning, alongside competence-based learning and learning outcomes is getting a lot of attention lately. A large number of countries and organizations are busy defining guidelines for validating and evaluating informal learning experiences and formalizing its outcomes. In a globalized society where technology has brought together different cultures and educational systems, managing to keep track of a learner´s competences is a daunting task, and especially when trying to take into account the competences acquired through informal means. We are proposing a framework to gather, organize, evaluate and showcase a user's informal learning using a largely social approach.

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“…Kuhlthau's (1991) Information Search Process (ISP) model outlines the process of information seeking behaviors that demonstrate the critical elements learners perform during online informal learning activities. The ISP model mainly describes the affective, cognitive, and physical aspects of learners' information seeking behavior and knowledge acquisition involved in the process (Mills, Knezek, & Khaddage, 2014;Savolainen, 2015). In addition, interpersonal communication, utilizing various types of social media, also plays an important role in facilitating how learners acquire knowledge (Mills et al, 2014;Puijenbroek et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Factors Affecting Knowledge Acquisition among Adult Workers in Online Informal Learning Activities

Lai

2017

EURASIA J MATH SCI T

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The purpose of this study was to develop and test a research model that investigates the factors influencing knowledge acquisition among adult workers participating in online informal learning activities. A total of 342 adult workers, all of whom were civil servants working for the government in Taiwan, participated in this study. A survey instrument was used to assess their perceived abilities in information querying, information differentiation, online communication self-efficacy, information evaluation and extraction, and knowledge acquisition. A Structural Equation Modeling was performed using Partial Least Squares regression for data exploration and model estimation. The results of this study indicate that information querying, significantly affected the participants' information differentiation performance. The construct of information differentiation yielded a positive influence in the respondents' online communication self-efficacy and information evaluation and extraction. Moreover, information evaluation and extraction was found to be a significant predictor influencing adult workers' knowledge acquisition. The findings imply that organizations should consider including information literacy training in training initiatives and provide friendly online collaborating tools to enhance employees' online informal learning experiences.

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Information Seeking, Information Sharing, and going mobile: Three bridges to informal learning

Cited by 83 publications

References 21 publications

Designing Learning for Sustainable Development: Digital Practices as Boundary Crossers and Predictors of Sustainable Lifestyles

Designing Learning for Sustainable Development: Digital Practices as Boundary Crossers and Predictors of Sustainable Lifestyles

Designing an informal learning support framework

Factors Affecting Knowledge Acquisition among Adult Workers in Online Informal Learning Activities

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