University Educators’ Perceptions of Informal Learning and the Ways in which they Foster it

University Educators’ Perceptions of Informal Learning and the Ways in which they Foster it Little research has been conducted in higher education settings that focuses on how tertiary educators understand informal learning or on their role in fostering students’ informal learning to facilitate formal learning. In this article we partially fill this knowledge gap by reporting findings from a case study exploring how 30 New Zealand tertiary educators from one university conceptualised informal learning and the strategies they implemented to support students’ informal learning as an enhancement to formal learning. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Innovative Higher Education Springer Journals

University Educators’ Perceptions of Informal Learning and the Ways in which they Foster it

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Publisher
Springer Journals
Copyright
Copyright © 2018 by Springer Science+Business Media, LLC, part of Springer Nature
Subject
Education; Higher Education
ISSN
0742-5627
eISSN
1573-1758
D.O.I.
10.1007/s10755-018-9434-2
Publisher site
See Article on Publisher Site

Abstract

Little research has been conducted in higher education settings that focuses on how tertiary educators understand informal learning or on their role in fostering students’ informal learning to facilitate formal learning. In this article we partially fill this knowledge gap by reporting findings from a case study exploring how 30 New Zealand tertiary educators from one university conceptualised informal learning and the strategies they implemented to support students’ informal learning as an enhancement to formal learning.

Journal

Innovative Higher EducationSpringer Journals

Published: May 29, 2018

References

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