Formal, Non-Formal, and Informal Learning: What Are They, and How Can We Research Them? Research Report

Autor/inn/en	Johnson, Martin; Majewska, Dominika
Institution	Cambridge University Press & Assessment (United Kingdom)
Titel	Formal, Non-Formal, and Informal Learning: What Are They, and How Can We Research Them? Research Report
Quelle	(2022), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching Methods; Informal Education; Models; Educational Cooperation; International Cooperation; Knowledge Level; Definitions; Learning Experience; Educational Attainment; Alignment (Education); Educational Benefits; Barriers; Research Methodology; Comparative Analysis; Educational Environment; Learning Motivation; Qualifications; Independent Study; Learning Processes; Measurement; Compulsory Education; Curriculum; Socialization; Cognitive Development; Research Reports; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Informelle Bildung; Nichtformale Bildung; Analogiemodell; Education; cooperation; Kooperation; Internationale Kooperation; Internationale Zusammenarbeit; Wissensbasis; Begriffsbestimmung; Lernerfahrung; Bildungsabschluss; Bildungsgut; Bildungsertrag; Research method; Forschungsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Motivation for studies; Lernmotivation; Qualifikation; Qualifikationsstufe; Selbststudium; Learning process; Lernprozess; Messverfahren; Schulpflicht; Curricula; Lehrplan; Rahmenplan; Socialisation; Sozialisation; Kognitive Entwicklung; Research report; Forschungsbericht; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This review uses research literature to outline the characteristics, benefits and disadvantages of formal, non-formal, and informal learning. There appears to be a consensus around the meanings of formal and informal learning. Formal learning broadly aligns with organised, institutionalised learning models (such as learning seen in schools), whilst informal learning describes the everyday learning that people experience throughout their lives, and which can go easily unrecognised. Non-formal learning is less clearly understood. Despite its specific use in various cross-national policy contexts (e.g., Council of Europe, 2022; OECD, n.d.), it is most easily understood in its negative sense, i.e., as being 'not formal', so it is pertinent to explore its meaning. We use this review specifically to build a better understanding of non-formal learning and to consider the methodological implications for researching this type of learning. This literature review process had three steps: literature source identification, search criteria definition, and document coding. (ERIC).
Anmerkungen	Cambridge University Press & Assessment. Shaftesbury Road Cambridge CB2 8EA. Tel: 44-1223-553311; e-mail: directcs@cambridge.org; Web site: https://www.cambridgeassessment.org.uk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01