Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/57496
Type of publication: Straipsnis kitose duomenų bazėse / Article in other databases (S4)
Field of Science: Edukologija / Educology (S007)
Author(s): Bartkevičienė, Aistė;Žydžiūnaitė, Vilma
Title: Savaiminio mokymosi charakteristikos
Other Title: Characteristics of informal learning
Is part of: Mokslas ir edukaciniai procesai = Science and processes of education. Šiauliai : Lucilijus, 2011, nr. 3(16)
Extent: p. 21-29
Date: 2011
Keywords: Mobingas;Darbuotojų santykiai;Aplinka;Interakcija;Ištekliai;Savaiminis mokymasis;Socializacija;Environment;Interaction;Resources;Informal learning;Socialization
Abstract: Straipsnyje pristatomas aprašomasis tyrimas, kuriuo atskleidžiamos šešios savaiminio mokymosi charakteristikos, orientuotos į veiklas ir procesus, poreikių tenkinimą, sąveikas, balansavimą tarp ugdytinio ir ugdytojo vaidmenų įvairiose aplinkose, išteklių pasitelkimą ir integralią veiklą, inkorporuojančią (ne)sąmoningumo ir (ne)tikslingumo komponentus. Išvadose akcentuojama, jog savaiminis mokymasis yra nesąmoningas, atsitiktinis ir holistiškai susijęs su problemų sprendimu, situacijų valdymu bei tinkamumu kasdieniam gyvenimui
Even though researchers of the United States of America has been started drawing attention on informal learning since 1974, but investigated studies focus on the fields of psychology and management. However in the education science there is still deficiency of empirical evidence on the uniqueness of informal learning, forms related to learning environments and learners' characteristics. Conceptual differences related to descriptive terminology of informal learning are not revealed because of significant amount of terms in English language (such as self- regulated, self-directed, informal, self-managed learning}. The terms are translated into Lithuanian language as informal learning or every mentioned notion (in brackets) is translated correctly according to dictionary without focusing on conceptual and scientific meaning in education science. Linguistic meanings of informal learning are not revealed in the article, but complexity of the concept, based on characteristics and forms is the focus of the article. The article is not focused on different linguistic perceptions of "informal learning', but aims at highlighting its complexity by concentrating on concrete characteristics and forms. So why is raised the following research question; What environments, resources and processes characterize the informal learning? Aim is to systematize and describe the characteristics of informal learning. Research focus is the informal learning. Descriptive conceptual analysis was applied as a method. [...]
Internet: https://hdl.handle.net/20.500.12259/57496
Affiliation(s): Edukologijos institutas
Mykolo Riomerio universitetas
Socialinių mokslų fakultetas
Vytauto Didžiojo universitetas
Šiaulių universitetas
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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