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1. files.eric.ed.gov › fulltext › ED626005Formal, non-formal, and informal learning: What are they, and ...

   files.eric.ed.gov › fulltext › ED626005

   Non-formal learning is more flexible than learning in formal contexts (Ionescu, 2020). This means that non-formal curricula can focus on content that relates to learners’ interests (e.g., focusing on content use in contexts that are meaningful to learners, or where learners exercise some choice in learning content).

2. experianta.com › directory › publicationsFormal, non-formal, and informal learning: What are they, and ...

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   Formal learning broadly aligns with organized, institutionalized 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 unrecognized. Non-formal learning is less clearly understood. Despite its specific use in various ...

3. link.springer.com › article › 10What is non-formal learning (and how do we know it when we ...

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   Sep 12, 2024 · In this paper we consider the issue of formality in learning. Both formal and informal learning appear to be well-defined in educational discourse, in contrast with non-formal learning which is less clearly articulated. This lack of clarity around non-formal learning has consequences for its recognition by teachers and learners. To contribute to the conceptualisation of non-formal learning we ...

4. eric.ed.govERIC - ED626005 - Formal, Non-Formal, and Informal Learning ...

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   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.

5. onlinelibrary.wiley.com › doi › fullValidation of non-formal and informal learning in formal ...

   onlinelibrary.wiley.com › doi › full

   Jul 2, 2021 · The definition of non-formal and informal learning based on what they are not is striking given that these types of learning predate formal learning and most learning is non-formal or informal (Eraut, 2000; Lee et al., 2019). Formal learning seems to have won the conceptual battle, using the visibility of schools and universities, places primarily designed for teaching and learning, as its ...

   • Author: Manuel Souto-Otero

   • Publish Year: 2021

6. www.cambridgeassessment.org.uk › Images › 699142Formal, informal and non-formal learning: Key differences and ...

   www.cambridgeassessment.org.uk › Images › 699142

   Formal learning may be easier to observe as it can be identified by Direct Teaching Behaviours (e.g., explaining, demonstrating, making corrections) whilst informal learning can happen anywhere, can be communicated via Indirect Teaching Behaviours (e.g., sense of humour, body language) and may not be easily observed (Jung & Choi, 2016).

7. People also ask

   How do we conceptualise non-formal learning?

   • To contribute to the conceptualisation of non-formal learning we carried out a literature review that helped us to identify dimensions of learning formality. This framework allowed us to discriminate the ways in which non-formal learning differed or matched with aspects of formal or informal learning.

   What is non-formal learning (and how do we know it when we ... | Sprin…

   link.springer.com/article/10.1007/s44217-024-00255-y

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   Is non-formal learning formal or informal?

   • Although we need to point out that all of the characteristics of a learning type do not need to be present at one time to categorise learning as being either formal, non-formal or informal, our representation of non-formal learning suggests that it occupies a space between formal and informal learning which makes it particularly interesting.

   What is non-formal learning (and how do we know it when we ... | Sprin…

   link.springer.com/article/10.1007/s44217-024-00255-y

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   Is informal learning a residual category of non-formal learning?

   • Informal learning could be seen as a residual category of non-formal learning, which in turn is seen as a residual category of formal learning (Schugurensky, 2000, p. 2). Our analysis makes some of the boundaries between non-formal and informal learning clearer, helping to overcome potential difficulties for investigating non-formal learning.

   Formal, non-formal, and informal learning: What are they, and how ... - ed

   files.eric.ed.gov/fulltext/ED626005.pdf

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   What is formality in learning?

   • In this paper we consider the issue of formality in learning. Both formal and informal learning appear to be well-defined in educational discourse, in contrast with non-formal learning which is less clearly articulated. This lack of clarity around non-formal learning has consequences for its recognition by teachers and learners.

   What is non-formal learning (and how do we know it when we ... | Sprin…

   link.springer.com/article/10.1007/s44217-024-00255-y

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   How does formality affect non-formal learning?

   • This framework allowed us to discriminate the ways in which non-formal learning differed or matched with aspects of formal or informal learning. It also suggested to us that formality is fluid, and that learning with different formalities might co-exist in some learning environments.

   What is non-formal learning (and how do we know it when we ... | Sprin…

   link.springer.com/article/10.1007/s44217-024-00255-y

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   Is informal learning based on self-report?

   • This is a challenge that makes reliance on teacher or student self-report for evidencing informal learning of limited research use. Informal learning is also less language-based than formal learning and could have non-verbal indicators, such as imitation, modelling, or trial and error processes (low stakes 'messing about').

   Formal, non-formal, and informal learning: What are they, and how ... - ed

   files.eric.ed.gov/fulltext/ED626005.pdf

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8. link.springer.com › content › pdfWhat is non-formal learning (and how do we know it when we ...

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   They go on to conceptualise a continuum model, with non-formal learning being a midpoint between formal and informal learning (Fig. 1). It might be argued that the OECD leave non-formal learning relatively ill-defined when they state that ‘for the majority of authors, it seems clear that non-formal learning is rather organised and can have