Incidental Learning. Trends and Issues Alert No. 18.

Autor/in	Kerka, Sandra
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Incidental Learning. Trends and Issues Alert No. 18.
Quelle	(2000), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bibliografie; Adult Education; Adult Educators; Adult Learning; Annotated Bibliographies; Definitions; Education Work Relationship; Educational Environment; Educational Practices; Educational Research; Incidental Learning; Labor Force Development; Learning Processes; Learning Theories; Lifelong Learning; Teacher Student Relationship; Theory Practice Relationship; Trend Analysis + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Adulte education; Bibliography; Bibliographies; Bibliografie; Begriffsbestimmung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Inzidentelles Lernen; Arbeitskräftebestand; Learning process; Lernprozess; Learning theory; Lerntheorie; Life-long learning; Lebenslanges Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; Theorie-Praxis-Beziehung; Trendanalyse
Abstract	Incidental learning is unintentional or unplanned learning that results from other activities. It occurs often in the workplace, during the use of computers, and in the process of completing tasks. Incidental learning occurs in many ways, including the following: through observation, repetition, social interaction, and problem solving; from implicit meanings in the classroom or workplace policies or expectations; by watching or talking to colleagues or experts about tasks; and from being forced to accept or adapt to situations. Incidental learning is situated, contextual, and social. It is thus characterized by those features that are considered most effective in formal learning situations. Incidental learning can result in improved competence, changed attitudes, and growth in interpersonal skills, self-confidence, and self-awareness. Not all unplanned learning is effective, however. Because incidental learning is often not recognized or labeled as learning by learners or others, it is difficult to measure and harness for use. Adult learners often do not distinguish between formally and incidentally acquired learning or prefer incidental learning opportunities to formal ones. Several researchers have examined the issue of how educators can help learners make incidental learning outcomes explicit. An annotated bibliography listing 21 print and Web resources constitutes approximately 75% of this document. (MN)
Anmerkungen	For full text: http://www.ericacve.org/fulltext.asp.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01