scholarly journals EMERGENCE OF INFORMAL LEARNING SPACE IN UNIVERSITY CAMPUS: A COMPARATIVE SCENARIO IN THE CONTEXT OF KHULNA CITY

2021 ◽  
Author(s):  
Z. Sourav ◽  
◽  
D. Afroz ◽  
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Formal Education ◽  
Outdoor Environment ◽  
Formal Learning ◽  
University Campus ◽  
Learning Spaces ◽  
Learning Space ◽  
Informal Learning Environment

Ancient education system was developed from a semi-outdoor environment. While developing the learning spaces it developed into indoor environment to ensure controlled environment, focus, discipline and compactness. These properties lead to formal education and formal learning space which replaced the informal learning environment. Formal learning space usually drive students towards a single expertise or knowledge. The limitations and boredom of formal education often causes depression and annoy towards education that result in limited learning and one-sided education. This research indicates the role of “informal learning environment” which helps university students to achieve multi-disciplinary knowledge through a simple, contextual and informal way. To establish the emergence, we tried to do a quantitative analysis among the students studying different universities in Khulna city. We have tried to understand the perspective of the students whether they feel the importance of informal learning or not in their daily life. While working on this paper, we have experienced unique scenario for each university but by any means Khulna University and Khulna University of Engineering & Technology serves their student the environment where students can meet and share knowledge with their natural flow of gossiping with food or drinks while Northern University of Business & technology and North-Western University have shown different scenario.

Studies of the Internet in Learning and Education: Broadening the Disciplinary Landscape of Research

2013 ◽  
Author(s):  
Chris Davies ◽  
Rebecca Eynon
Keyword(s):  
Informal Learning ◽  
Formal Education ◽  
Incidental Learning ◽  
Online Courses ◽  
Learning Opportunities ◽  
Management Systems ◽  
The Internet ◽  
Formal Learning ◽  
Educational Tool

This chapter investigates the role of the Internet in reshaping learning and education. It describes distinctions between formal education, where the Internet has made few inroads, and informal learning, where it seems to have excelled. Moreover, the chapter explores how the Internet has – via the World Wide Web – enabled an expansion in informal and incidental learning opportunities. Online courses are dealt through learning management systems, or virtual learning environments. The Internet's contribution to formal learning has been considerably less transformative than its contribution to informal learning. The Internet is not primarily an educational tool, but it self-evidently offers unique and unparalleled scope for the exploration of new forms of exploration and collaboration in the development and sharing of knowledge.

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.

scholarly journals Studying Collaboration Dynamics in Physical Learning Spaces: Considering the Temporal Perspective through Epistemic Network Analysis

Sensors ◽  
2021 ◽  
Vol 21 (9) ◽  
pp. 2898
Author(s):  
Milica Vujovic ◽  
Ishari Amarasinghe ◽  
Davinia Hernández-Leo
Keyword(s):  
Collaborative Learning ◽  
Temporal Analysis ◽  
Learning Design ◽  
Learning Spaces ◽  
Limited Evidence ◽  
Temporal Perspective ◽  
Learning Space ◽  
Collaboration Dynamics ◽  
Collaborative Activities

The role of the learning space is especially relevant in the application of active pedagogies, for example those involving collaborative activities. However, there is limited evidence informing learning design on the potential effects of collaborative learning spaces. In particular, there is a lack of studies generating evidence derived from temporal analyses of the influence of learning spaces on the collaborative learning process. The temporal analysis perspective has been shown to be essential in the analysis of collaboration processes, as it reveals the relationships between students’ actions. The aim of this study is to explore the potential of a temporal perspective to broaden understanding of the effects of table shape on collaboration when different group sizes and genders are considered. On-task actions such as explanation, discussion, non-verbal interaction, and interaction with physical artefacts were observed while students were engaged in engineering design tasks. Results suggest that table shape influences student behaviour when taking into account different group sizes and different genders.

scholarly journals Redefining the learning space: Developing peer mentoring in the enterprise curriculum

2020 ◽  
pp. 095042222098126
Author(s):  
Andrew P Hird
Keyword(s):  
Learning Environment ◽  
Peer Mentoring ◽  
Learning Space ◽  
Hygiene Factors ◽  
Multi Level ◽  
Considerable Strain

This account of practice seeks to demystify the entrepreneurship classroom and to provide practical insights into the successful introduction and embedding of a multi-level peer mentoring scheme. Over a 5-year period, peer mentoring has been embedded in an undergraduate enterprise curriculum. This has posed challenges to a number of taken-for-granted assumptions about the enterprise classroom. The role of the tutor in the classroom was redefined; the roles of both colleagues and students were questioned. The accepted rules and norms of the learning environment were placed under considerable strain. It was found that both colleagues and students had very clearly defined expectations of one another and their respective roles: these proved difficult to change. The article recounts the journey, and how the organisers learned to accept and embrace the difficulties faced. Hygiene factors such as timetabling and communication were highly important in allowing the interactions to take place, as were socialisation and facilitation. The mistakes made are also recounted so that they can be avoided by other practitioners.

scholarly journals The Influence of Learning Styles on Perception and Preference of Learning Spaces in the University Campus

Buildings ◽  
2021 ◽  
Vol 11 (12) ◽  
pp. 572
Author(s):  
Shiqi Wang ◽  
Chenping Han
Keyword(s):  
Learning Styles ◽  
Influence Factors ◽  
Individual Preference ◽  
Subjective Assessment ◽  
Two Dimensions ◽  
Learning Needs ◽  
University Campus ◽  
Traditional Classrooms ◽  
Learning Spaces ◽  
Learning Space

Good academic performance will occur when learning spaces match or support individual preference and needs. This effect depends on environmental characteristics and individual attributes. Learning styles (LSs) have been used as a tool to capture the behavioral and psychological characteristics of learners in the process of learning activities, which provide instructions to address their learning needs. However, few have focused on the perceptual characteristics of learning space from the view of distinct learning styles. The research aims to identify which kinds of learning spaces in university campus have been preferred by students with different learning styles respectively and the spatial characteristics which have significant influence on the distinct evaluation results; the research consists of 178 college students’ LSs measurement conducted by the Index of Learning Styles questionnaire and their subjective assessment to five typical learning spaces obtained by 5-point Likert-type scale. Then, the key spatial influencing factors were identified by the focus group interviews; the results firstly ranked the learning spaces according to their satisfaction evaluation and restorative potential. The self-study rooms are rated highest, followed by professional classroom, traditional classroom, and multimedia classroom. Then, two dimensions of learning styles were proved as having considerable effects on perception. Specifically, there are significant differences between visual and verbal learners’ evaluations of multimedia classrooms and traditional classrooms, and between global and sequential learners’ evaluations of multimedia classrooms, informal learning spaces, and learning buildings. The other two dimensions including perceiving and remembering have no obvious impacts on learners’ perception of any learning spaces. At last, the important influence factors of perceptions of five typical learning spaces were identified, respectively, and their different effects on various groups were discussed. For example, the serious atmosphere in traditional classrooms was regarded as a motivation for sensing learners but a stress for intuitive learners. The studies emphasize the perceptual difference on learning space in terms of students’ unique learning styles and key points for each kind of learning space with regard to satisfaction of personalized needs. However, before it can be used by designers as tools, more research is needed.

scholarly journals Sketching as a Tool to Measure Concept Application in an Informal Learning Environment

2015 ◽  
Author(s):  
Kristen Morris ◽  
Charlotte Coffman ◽  
Fran Kozen ◽  
Katherine Dao ◽  
Denise Green ◽  
...  
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Concept Application ◽  
Informal Learning Environment

‘Practice Story Exchanges’ and their Creative Invitation to Informal Learning

2013 ◽  
Vol 4 (3) ◽  
pp. 57-66
Author(s):  
Peter Willis
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Collaborative Group ◽  
Human Society ◽  
Informal Learning Environment

This is a study of how members of a collaborative group interested in promoting convivial civilisation in human society took up exchanging practice stories – stories of doing something or seeing something done as examples of convivial backyard civilisation – in order tacitly to create an informal learning environment where practices of such a convivial backyard civilisation could seem normal, desirable and do-able. Practice story exchanges were an attempt to ‘tell the truth but tell it slant’ as Emily Dickenson put it, to work tentatively and collaboratively avoiding too much direct confrontation and rigid debate. This paper talks of the work of creating conviviality to redress an over emphasis on productivity in society; of the nature and importance of informal learning and its links with story exchanges and how this is pursued in the work of the Australian Centre for Convivial Backyard Civilisation (ACCBC).

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