Stichwort: Informelles lernen

Overwien, Bernd

doi:10.1007/s11618-005-0144-z

Cited by 76 publications

(9 citation statements)

References 20 publications

(5 reference statements)

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“…This corresponds exactly to the age groups of students and university staff. But social networks are currently still used mainly privately [66]. Another snapshot of social networks in higher education shows that they have not yet been used for teaching purposes but further studies are necessary to determine suitability for professional exchange and teaching [73].…”

Section: Discussionmentioning

confidence: 99%

“…Web 2.0 technology is gaining more and more importance for informal learning [66] Web 2.0 refers to internet use which has moved away from mere consumption to so-called prosumption and the technologies necessary for it. This means that users not only obtain information from the internet, but are actively involved in creating, processing and disseminating content [54], [65], [69], [4], [85].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Is there a “net generation” in veterinary medicine? A comparative study on the use of the Internet and Web 2.0 by students and the veterinary profession

Tenhaven

Tipold²,

Fischer³

et al. 2013

GMS Zeitschrift Für Medizinische Ausbildung; 30(1):Doc7; ISSN 1860-3572

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Is there a “net generation” in veterinary medicine? A comparative study on the use of the Internet and Web 2.0 by students and the veterinary profession

Tenhaven

Tipold²,

Fischer³

et al. 2013

GMS Zeitschrift Für Medizinische Ausbildung; 30(1):Doc7; ISSN 1860-3572

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“…The terms formal, nonformal, and informal are often used to characterize learning, but unfortunately in a rather diffuse way (e.g., Overwien 2005). This is especially true in the case of formal learning, because the organizational issue of certifying an educational outcome is confounded with an individual process of achieving this outcome.…”

Section: Conceptual Perspectivesmentioning

confidence: 99%

6 Education processes in life-course-specific learning environments

et al. 2011

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Pillar 2 of the German National Educational Panel Study conceptualizes and operationalizes the learning opportunities individuals experience throughout their lives. These learning opportunities can take place in different formal, nonformal, informal, and familial learning environments. They are captured not only quantitatively but also concerning their quality. The quality of learning opportunities is framed within an opportunity-use model to bring together a social-environmental and an individual perspective. The information to be provided covers what learning opportunities an individual uses, their duration and intensity and-whenever possiblean estimation of their quality. Also, relations and transitions between different learning environments are covered at some critical intersections (e.g., school enrollment). Whereas the individual perspective stands at the focus of the National Educational Panel Study, different actors beside the target person contribute to the assessment of learning environments in specific cohorts and at specific stages. This leads to a comprehensive view of the cumulation of learning experiences and its effects on competence development, educational biographies, and educational decisions.

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“…Eine Bestimmung des informellen Lernens ex negativo mündet allerdings in einer begrifflich unzulänglich umrissenen und kategorial unabgeschlossenen Menge von Ereignissen. Overwien (2005) hat in einem Überblicksartikel auf die unbestimmte Begrifflichkeit in der wissenschaftlichen Auseinandersetzung mit dem informellen Lernen hingewiesen. Er bezieht sich dabei auf begriffliche Einebnungen der Differenz zwischen informal learning und informal education, aber auch auf problematische Vereinseitigungen in der entweder kontextuellen oder individuellen Zuschreibung des informellen Lernens.…”

Section: Diskussionsstand Und Begriffsdefinitionen Zu Informellem Lerunclassified

Beteiligung an informellem Lernen

Kuper

Kaufmann

2010

Z Erziehungswiss

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Zusammenfassung: Auf der Grundlage des Scientific-Use-File des Berichtssystems Weiterbildung (2003) wird im vorliegenden Beitrag die Teilnahme an informeller beruflicher Weiterbildung analysiert. Vor dem Hintergrund der zunehmenden Bedeutung informeller Lernformen bei gleichzeitiger definitorischer Unbestimmtheit werden -basierend auf einer explorativen Faktorenanalyse - vier informelle Lernformen differenziert. Mithilfe logistischer Regressionen werden unter Berücksichtigung betrieblicher wie soziodemographischer Merkmale die jeweiligen Beteiligungschancen an den einzelnen informellen Lernaktivitäten vergleichend geschätzt. Dabei ergeben sich jeweils unterschiedlich relevante Einflussfaktoren, die auf die Relevanz einer feinen Differenzierung informeller Weiterbildungsaktivitäten verweisen. Allerdings lassen sich keine Hinweise darauf finden, dass die Teilnahme an den verschiedenen Formen eher durch betriebliche oder eher durch individuelle Merkmale determiniert wird. Vielmehr scheinen bestimmte Konstellationen betrieblicher und individueller Merkmale unterschiedlich günstige Gelegenheitsstrukturen für unterschiedliche informelle Weiterbildungsformen darzustellen.Schlüsselwörter: Weiterbildung · Informelles Lernen · Teilnahmeselektivität · Multivariate Analyse · Berichtssystem Weiterbildung Abstract: In this article participation in job-related informal learning activities is analyzed based on data from the German 'Berichtssystem Weiterbildung' 2003, a national monitoring survey of continuing education and training activities in Germany. Job-related informal learning activities are expected to gain in importance; however, rather heterogeneous definitions of such informal learning activities exist. Based on factor analyses we distinguish between four different forms of informal learning activities. The probability of attendance for those distinguished forms of informal Z Erziehungswiss (learning activities is then estimated comparatively using logistic regression analysis. Socio-demographic and company-related parameters are included as independent variables. The results show diverse influencing factors for the different informal learning activities which underlines the relevance of a distinctive differentiation of job-related informal learning activities. Further, the results indicate that different forms of job-related informal learning activities are determined by specific combinations of both company-related parameters and socio-demographic characteristics which appear to provide different opportunities for job-related informal learning activities.

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Stichwort: Informelles lernen

Cited by 76 publications

References 20 publications

Is there a “net generation” in veterinary medicine? A comparative study on the use of the Internet and Web 2.0 by students and the veterinary profession

Is there a “net generation” in veterinary medicine? A comparative study on the use of the Internet and Web 2.0 by students and the veterinary profession

6 Education processes in life-course-specific learning environments

Beteiligung an informellem Lernen

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