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What Do Students Think about Integrating Formal and Informal Learning in Higher Education: A Case Study
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, George Mason University, United States

EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The aim of this case study is to explore student perspectives on integrating formal and informal learning in higher education. Semi-structured interviews were conducted with instructional design students (N=5) at a large research university in the Mid-Atlantic U.S. to gain in-depth understanding of their views about multiple informal learning concepts, such as the definition of formal and informal learning and recognizing their informal achievements. The results revealed that student connections with experts is still in its infancy state. Although faculty implement social media in courses, the learning activities were geared towards peer-peer and instructor-student communication. Students had contradicting views about integrating formal and informal learning mainly because of time constraints that prevent them from participating in optional learning activities. The students recommended creating flexible, enjoyable, and self-directed learning activities using preferred social media tools to spark their curiosity into engaging in optional informal learning activities

Citation

Zawawi, B.F. (2018). What Do Students Think about Integrating Formal and Informal Learning in Higher Education: A Case Study. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 1400-1412). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved August 13, 2020 from .

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