The Experts below are selected from a list of 75108 Experts worldwide ranked by ideXlab platform
Edmund A. Marek - One of the best experts on this subject based on the ideXlab platform.
-
Relationships among Informal Learning Environments, Teaching Procedures and Scientific Reasoning Ability.
International Journal of Science Education, 2001Co-Authors: Brian L. Gerber, Anne M. L. Cavallo, Edmund A. MarekAbstract:Informal Learning experiences have risen to the forefront of science education as being beneficial to students' Learning. However, it is not clear in what ways such experiences may be beneficial to students; nor how Informal Learning experiences may interface with classroom science instruction. This study aims to acquire a better understanding of these issues by investigating one aspect of science Learning, scientific reasoning ability, with respect to the students' Informal Learning experiences and classroom science instruction. Specifically, the purpose of this study was to investigate possible differences in students' scientific reasoning abilities relative to their Informal Learning environments (impoverished, enriched), classroom teaching experiences (non-inquiry, inquiry) and the interaction of these variables. The results of two-way ANOVAs indicated that Informal Learning environments and classroom science teaching procedures showed significant main effects on students' scientific reasoning abiliti...
-
Development of an Informal Learning opportunities assay
International Journal of Science Education, 2001Co-Authors: Brian L. Gerber, Edmund A. Marek, Ann M. L. CavalloAbstract:Learning that takes place outside the formal classroom, called Informal Learning, has been a difficult parameter to assess due to the heterogeneous nature of the subjects and everyday Learning situations. To date, no instrument has been developed to effectively examine the wide variety of Informal experiences a child may encounter. Central to this study was the development and field testing of such an instrument, the Informal Learning Opportunities Assay (ILOA). The ILOA was administered to a total of 2128 middle and high school students and was found to be ethnically neutral, easily scored, and flexible in design to accommodate practitioners and researchers. The instrument was found to provide a reliable assessment of Informal Learning opportunities.
Raymond A Noe - One of the best experts on this subject based on the ideXlab platform.
-
Managers’ Informal Learning: a trait activation theory perspective
International Journal of Training and Development, 2016Co-Authors: Raymond A Noe, Michael J Tews, John W. MichelAbstract:Research focusing on how individual differences and the work context influence Informal Learning is growing but incomplete. This study contributes to our understanding of the antecedents of Informal Learning by examining the relationships of goal orientation, job autonomy and training climate with Informal Learning. Based on trait activation theory, this study examines how job autonomy and training climate, two work context factors, affect the influence of individuals’ goal orientation on Informal Learning. The sample included managers from a national restaurant chain in the United states. Higher levels of Learning goal orientation, job autonomy and a supportive training climate were found to result in more Informal Learning. Congruent with trait activation theory, training climate moderated the goal orientation-Informal Learning relationship, but not in the expected direction for avoid goal orientation. Implications for future research and practice are discussed.
-
individual differences and Informal Learning in the workplace
Journal of Vocational Behavior, 2013Co-Authors: Raymond A Noe, Michael J Tews, Alena D MarandAbstract:Abstract Informal Learning is important in today's dynamic and competitive business environment. However, research on Informal Learning is limited and largely anecdotal. Based on theory and research on training and development and positive psychology, this study examined the influence of individual differences including the Big Five personality dimensions, generalized self-efficacy, and zest on Informal Learning. One hundred eighty managers from an organization that owns and operates casual theme restaurants completed online measures of individual differences and Informal Learning approximately one year apart. The results demonstrated that each of the individual differences had a significant relationship with Informal Learning. However, zest was the only significant predictor of Informal Learning when all of the individual differences were considered together. The implications of the results for research and practice are discussed.
Brian L. Gerber - One of the best experts on this subject based on the ideXlab platform.
-
Relationships among Informal Learning Environments, Teaching Procedures and Scientific Reasoning Ability.
International Journal of Science Education, 2001Co-Authors: Brian L. Gerber, Anne M. L. Cavallo, Edmund A. MarekAbstract:Informal Learning experiences have risen to the forefront of science education as being beneficial to students' Learning. However, it is not clear in what ways such experiences may be beneficial to students; nor how Informal Learning experiences may interface with classroom science instruction. This study aims to acquire a better understanding of these issues by investigating one aspect of science Learning, scientific reasoning ability, with respect to the students' Informal Learning experiences and classroom science instruction. Specifically, the purpose of this study was to investigate possible differences in students' scientific reasoning abilities relative to their Informal Learning environments (impoverished, enriched), classroom teaching experiences (non-inquiry, inquiry) and the interaction of these variables. The results of two-way ANOVAs indicated that Informal Learning environments and classroom science teaching procedures showed significant main effects on students' scientific reasoning abiliti...
-
Development of an Informal Learning opportunities assay
International Journal of Science Education, 2001Co-Authors: Brian L. Gerber, Edmund A. Marek, Ann M. L. CavalloAbstract:Learning that takes place outside the formal classroom, called Informal Learning, has been a difficult parameter to assess due to the heterogeneous nature of the subjects and everyday Learning situations. To date, no instrument has been developed to effectively examine the wide variety of Informal experiences a child may encounter. Central to this study was the development and field testing of such an instrument, the Informal Learning Opportunities Assay (ILOA). The ILOA was administered to a total of 2128 middle and high school students and was found to be ethnically neutral, easily scored, and flexible in design to accommodate practitioners and researchers. The instrument was found to provide a reliable assessment of Informal Learning opportunities.
Paul Hager - One of the best experts on this subject based on the ideXlab platform.
-
Recognition of Informal Learning: Challenges and Issues.
Journal of Vocational Education & Training, 1998Co-Authors: Paul HagerAbstract:Abstract Traditional educational structures have largely discounted Informal Learning. However, a growing interest in vocational education and training by both policy makers and the research community in many countries during the 1990s suggests that the time may have come for Informal Learning to receive some serious attention. This article considers four aspects of recognition of Informal Learning and the challenges that they pose for standard educational assumptions. The four aspects are: (i) recognition of Informal Learning as credit towards formal qualifications; (ii) recognition by educators of non-traditional types of knowledge; (iii) recognition by learners of the extent of their Informal Learning; and (iv) recognition of the high sensitivity of Informal Learning to contextual factors.
-
Recognition of Informal Learning: challenges and issues
1998Co-Authors: Paul HagerAbstract:Traditionally, dominant ideas on education have placed higher value on formal education/Learning than on Informal Learning. Recognition of Informal Learning therefore poses challenges to this traditional view and for policy makers and researchers. This paper focuses on a major instance of Informal Learning, that is workplace Learning and issues are raised that challenge the dominant ideas about education. Four types of recognition are discussed: recognition of Informal Learning as credit towards formal qualifications; recognition by the educational establishment that other knowledge is valuable; recognition by the self of Learning that has occurred; and recognition of the role of the many relevant contextual factors influencing workplace Learning.
John W. Michel - One of the best experts on this subject based on the ideXlab platform.
-
Managers’ Informal Learning: a trait activation theory perspective
International Journal of Training and Development, 2016Co-Authors: Raymond A Noe, Michael J Tews, John W. MichelAbstract:Research focusing on how individual differences and the work context influence Informal Learning is growing but incomplete. This study contributes to our understanding of the antecedents of Informal Learning by examining the relationships of goal orientation, job autonomy and training climate with Informal Learning. Based on trait activation theory, this study examines how job autonomy and training climate, two work context factors, affect the influence of individuals’ goal orientation on Informal Learning. The sample included managers from a national restaurant chain in the United states. Higher levels of Learning goal orientation, job autonomy and a supportive training climate were found to result in more Informal Learning. Congruent with trait activation theory, training climate moderated the goal orientation-Informal Learning relationship, but not in the expected direction for avoid goal orientation. Implications for future research and practice are discussed.
