Non-Formal Learning

Position paper on promoting non-formal learning in face-to-face contexts through use of ICTs

Geri-Lynn Ryan, Memorial University of Newfoundland

This position paper argues in favour of the need to use information and communication technologies (ICTs) to address the challenges of promoting non-formal learning in traditional classroom settings. In this position paper, the terms non-formal and informal learning are used synonymously and the term ICTs is intended to include the use of social media and Web 2.0 technologies.

Problem

Traditional emphasis in the education system on formal learning has created an identifiable disconnect between formal and informal learning (Mulder and Schuwer, 2009). Formal learning is now acknowledged as a much smaller percentage of a learners’ overall experience (Bryer and Chen, 2012). The process of effective learning can happen outside the confines of conventional learning (Lai, 2011), yet a holistic connection between formal and informal learning does not exist (Ankerstjerne et al., 2009). Many workplace learning interventions are imposed and do not consider or measure informal learning (Straub, 2009) and students find themselves in more informal situations than in an official classroom (Chen et al., 2010).

The limitations of formal learning to the rigorous demands of a structured classroom (Fombana and Pascua, 2013) restrict the opportunity to broaden the learning experience outside of the physical boundaries of the classroom and does not provide time or space for reflection (Cumming-Potvin, 2012). Participants indicate informal learning opportunities as an essential factor in their continued development (Lopes and Pereira, 2012).

Lack of participation and decreased levels of engagement in formal education are influenced by a number of factors, including physical conditions (time, distance to travel, expense) and circumstances (career, family commitments, expectations of performance) that can determine a students’ willingness to pursue formal learning (Berger and Croll, 2012). To support lifelong learning, “more learning needs to be done at home, in offices and kitchens, in the contexts where knowledge is deployed to solve problems and add value to people’s lives” (Hall, 2009, p. 31).

Works cited

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