• Journal of The Korean Association For Science Education
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• v.27 no.2
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• pp.134-143
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• 2007

This study explores visitor learning in a natural history museum from the perspectives of situated learning. The purpose of this study is to understand how the visitors construct knowledge from museum experiences through dyadic discourses. The participants were two university students. They moved naturally through the exhibition with no predetermined path in a natural history museum in Korea. Data were collected in the form of audio-recorded dyadic discourses at and between exhibits and were transcribed. The transcription was coded using the conversation coding scheme, and categorized into specific learning types. The findings included (1) the characteristics of learning talks and (2) learning types created by dyadic discourses at and between exhibitions within learning contexts as museum learning experiences. Implications and future research related to visitor learning in informal learning settings were discussed based on the findings.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.15 no.3
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• pp.121-132
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• 2020

University Students go through the development process of expertise in a single field based on theoretical knowledge they have learned in the university. Their plans to develop their careers could lead to a shift in business as they choose to find jobs and start businesses throughout their lives. The attitude of career decision making process has been changed from learning in the form of receiving and memorizing existing knowledge to learning in a more proactive and autonomous manner, and there is a growing need for informal learning. In this study, the informal learning is investigated to clarify the impact on the employment competency and entrepreneurial intention. New implications are deduced by the introduction of start-up business to the traditional approach based on the employment ability. In addition, the importance of team-work has been increased in the field of eduction and business. The impact on the employment competency and entrepreneurial intention is studied based on the satisfaction level of team-based learning. Survey was conducted on 163 university students in North Chungcheong Province from March to June 2019 and the results of the study were summarized as follows. First, it has been confirmed that the informal learning of university students has a significant impact on their employment competency, but not on their entrepreneurial intention. Second, the employment competencies have perfect mediating effect on the informal learning and the entrepreneurial intention. Third, the satisfaction on the team-based learning did not have a significant impact on the employment competency of university students by informal learning, but it had a positive effect on the dependency between employment competency and entrepreneurial intention. In these days, start-up education at universities has been strengthened. Throughout this research, the need for informal learning is confirmed to enhance the employment competency and entrepreneurial intention of the university education program. In addition, team-based learning is introduced actively to utilize a variety of information from the university students.

• 한국노년학
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• v.36 no.4
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• pp.1059-1074
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• 2016

The authors aimed to understand the structural relationship among lifelong education, life satisfaction, and depression in later life. For the data analysis, 4,096 older adults aged 65 and more without anti-depression treatment were subtracted from the Korean Longitudinal Study of Ageing (KLoSA) of the year 2012. The findings include that first, older adults' non-formal and informal learning activities influence their life satisfaction positively. Second, older adults' non-formal and informal learning activities have a negative effect on their depression. Third, older adults' depression has a negative impact on their life satisfaction. Fourth, older adults' non-formal and informal learning activities decrease the degree of depression and in turn influence their life satisfaction positively, which shows depression level has a partial mediating effect. The indirect effect of informal learning was greater than that of non-formal learning. We drew practical implications based on these findings.

• School Mathematics
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• v.4 no.4
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• pp.555-563
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• 2002

The purpose of this paper is to try formulating a working definition of connection of informal and formal mathematical knowledge. Many researchers have suggested that informal mathematical knowledge should be connected with school mathematics in the process of learning and teaching it. It is because informal mathematical knowledge might play a important role as a cognitive anchor for understanding school mathematics. To implement the connection of them we need to know what the connection means. In this paper, the connection between informal and formal mathematical knowledge refers to the making of relationship between common attributions involved with the two knowledge. To make it clear, it is discussed that informal knowledge consists of two properties of procedures and conceptions as well as formal mathematical knowledge does. Then, it is possible to make a connection of them. Now it is time to make contribution of our efforts to develop appropriate models to connect informal and formal mathematical knowledge.

• Knowledge Management Research
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• v.23 no.3
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• pp.173-192
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• 2022

This study discusses whether digital literacy of Chinese white-collar workers influences informal learning and investigates the moderating effect of incentives on the relationship between digital literacy and informal learning. The aim of the research is twofold. First, it attempts to determine whether digital literacy of white-collar employees has a positive correlation with informal learning. The study further examines whether incentives from companies-material and non-material-have a moderating effect on the relationship between digital literacy of white-collar employees and informal learning. The ability to handle ICT devices and to utilize information both indicate positive correlations with knowledge acquisition through job performance, cultivation of self-development ability, and learning. Signficantly, the material and non-material incentives had a moderating effect only on the relationship between the ability to utilize information and knowledge acquisition through job performance, which was not revealed in other relationships. Overall, the findings may have practical implications of analysis to hire and train workers in Chinese companies and to design compensation schemes for corporate incentives.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.3
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• pp.357-365
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• 2018

In the 21st century, as the emergence of the age of creative economy is expected, interest in the cultivation of creative talents required in society around the world is newly rising. Sustainable development education should not be limited to school education, but should be promoted and supported at all social education sites for the purpose of lifelong education. Therefore, the purpose of this paper is to consider the relationship between the possibility of formal and informal learning and the development of capacity in higher education. Exploratory and qualitative research based on intensive groups was designed using several groups of formal and informal learning settings. In China, the creation of a creative economy is set as a major national policy direction for the new government. What is required for talented people in the creative economy era and how to educate them is becoming a major policy issue. The development of core competencies requires multiple contexts based on cognitive non-cognitive disposition. By combining the formal and informal learning environment within higher education for the purpose of a new learning culture, it can provide a variety of situations and improve competency development. While this study can identify aspects of formal and informal learning settings, the interdependencies between them are still difficult to grasp. However, practical implications can be seen clearly. In other words, based on the results, you can point out key aspects of competency acquisition that can be a key element in the higher education environment. As a result, this study analyzed implications for formal and informal learning environments for new ways of developing core competencies in higher education.

• Journal of Internet Computing and Services
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• v.18 no.3
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• pp.63-70
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• 2017

The purpose of this study was to investigate the mediating effect of perceived self-efficacy in the effects of informal communication and mindfulness practice on non-class-related behavior in the Team-Based Learning(TBL) using smartwork tool. To do this, total of 80, college students participated in this survey. The results of this empirical study is summarized as followings. First, informal communication do not have a direct effect on non-class-related behavior but perceived self-efficacy mediates the effect of informal communication. Second, mindfulness practice do not have a direct effect on non-class-related behavior but perceived self-efficacy mediates the effect of mindfulness practice. Third, informal communication and mindfulness practice have positive effect on perceived self-efficacy. In this study, we suggested the importance of perceived self-efficacy in establishing the TBL policy using smartwork tool.

• Hwankyungkyoyuk
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• v.23 no.4
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• pp.15-31
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• 2010

This research aimed for revealing social interaction-based environmental learning elements at the natural history museum. First, we carried out a survey of the perceptual change about 'the environment' concept. It was for confirming whether environmental learning occurred in visiting. Second, we found environmental learning elements through analyzing dialogues among small group members during looking around the museum. Social interaction-based environmental learning elements were classified into five; knowledge, affection, value, skill, behaviour. Each environmental learning element included several sub-elements, so we revealed totally 9 environmental learning sub-elements. By results, we said characteristics and possibility of the natural history museum as an informal environmental educational institution. It is meaningful for extending areas of environmental education.

• East Asian mathematical journal
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• v.25 no.3
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• pp.247-262
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• 2009

Permutation and combination are the part of mathematics which can be introduced the pliability and diversity of thought. In prior studies of permutation and combination, there treated difficulties of learning, strategy of problem solving, and errors that students might come up with. This paper provides the method so that meaningful teaching and learning might occur through the systematic approach of permutation and combination. But there were little prior studies treated counting numbers that basic of mathematics' action. Therefore this paper tries to help the understanding of permutation and combination with the process of changing from informal knowledge to formal knowledge.

• Educational Technology International
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• v.9 no.2
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• pp.97-121
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• 2008

The purposes of the present study are to describe the design of mobile learning scenarios based on learning sciences theories, and to discuss implications for the future research in this area. To move beyond mere speculations about the abundant possibilities of mobile learning and to make real impact in K-12 school settings, it is critical to conduct school-based research grounded on the learning sciences theories. Towards this end, this paper describes school-based mobile learning projects conducted by a research team at the Learning Sciences Lab in Singapore, and then discusses the possibilities and challenges of mobile learning to further inform future research. Specifically, this paper explores the affordances of mobile technology, such as portability, connectivity and context-sensitivity, to design seamless learning scenarios that bridge formal and informal learning experiences. The authors present a framework for re-conceptualizing different types of learning based on physical settings and intentionality, and then describe two seamless learning scenarios, namely 3Rs and Chinatown Trail, which were implemented in one primary school in Singapore. In conclusion, the authors discuss the affordances of seamless mobile learning for enhancing one's lived experiences to build a living ecological relationship between the person and the environment, and how mobile technology can play a critical role for enabling such lived experiences.