Tertiary students’ understandings and practices of informal learning: A New Zealand case study

Authors

  • Kwok-Wing Lai Professor, University of Otago College of Education
  • Lee Ann Smith University of Otago (second author)

DOI:

https://doi.org/10.14742/ajet.2937

Keywords:

education, mobile technology, digital technology, informal learning

Abstract

In 2013, we undertook research in a New Zealand University to gain insights into students’ understandings of informal learning, its connection to formal learning and how they engaged in informal learning using digital and mobile technologies. A total of 765 students (postgraduate, undergraduate and first-year students) completed a questionnaire. Follow-up interviews were conducted with 30 of these students. A total of 90% of the questionnaire participants undertook informal learning to support their formal learning or for their personal development. The undergraduate and first-year interview participants reported that they primarily engaged in informal learning to support their formal coursework. However, the postgraduate participants made arbitrary links between their informal learning and formal learning. The three groups of participants used the same digital technologies to engage in informal learning, including laptops, desktop computers and mobile phones, while the dominant means of conducting informal learning was accessing the Internet and using online tools such as Google and Wikipedia. Fewer students used social networking sites (such as Facebook or Twitter) or mobile digital technologies (such as iPads and tablets) for informal learning.

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Author Biography

Lee Ann Smith, University of Otago (second author)

ARF University of Otago College of Education

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Published

2017-06-09

How to Cite

Lai, K.-W., & Smith, L. A. (2017). Tertiary students’ understandings and practices of informal learning: A New Zealand case study. Australasian Journal of Educational Technology, 33(2). https://doi.org/10.14742/ajet.2937

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Section

Articles