According to the Octagon Model by Decius et al. (2019),[1] informal learning includes eight components (shown on the outside) that can be assigned to four factors (shown on the inside).
Informal learning is characterized "by a low degree of planning and organizing in terms of the learning context, learning support, learning time, and learning objectives".[2] It differs from formal learning, non-formal learning, and self-regulated learning, because it has no set objective in terms of learning outcomes, but an intent to act from the learner's standpoint (e.g., to solve a problem). Typical mechanisms of informal learning include trial and error or learning-by-doing, modeling, feedback, and reflection.[1][3] For learners this includes heuristic language building, socialization, enculturation, and play. Informal learning is a pervasive ongoing phenomenon of learning via participation or learning via knowledge creation, in contrast with the traditional view of teacher-centered learning via knowledge acquisition. Estimates suggest that about 70-90 percent of adult learning takes place informally and outside educational institutions.[4]
The term is often conflated, however, with non-formal learning, and self-directed learning. It is widely used in the context of corporate training and education in relation to return on investment (ROI), or return on learning (ROL). It is also widely used when referring to science education, in relation to citizen science, or informal science education. The conflated meaning of informal and non-formal learning explicates mechanisms of learning that organically occur outside the realm of traditional instructor-led programs, e.g., reading self-selected books, participating in self-study programs, navigating performance support materials and systems, incidental skills practice, receptivity of coaching or mentoring, seeking advice from peers, or participation in communities of practice, to name a few. Informal learning is common in communities where individuals have opportunities to observe and participate in social activities.[5] Advantages of informal learning cited include flexibility and adaptation to learning needs, direct transfer of learning into practice, and rapid resolution of (work-related) problems.[6] For improving employees' performance, task execution is considered the most important source of learning.[7]
^ abDecius, Julian; Schaper, Niclas; Seifert, Andreas (2019). "Informal workplace learning: Development and validation of a measure". Human Resource Development Quarterly. 30 (4). Wiley: 495–535. doi:10.1002/hrdq.21368. ISSN 1044-8004. S2CID 201376378.
^Kyndt, Eva; Baert, Herman (2013). "Antecedents of Employees' Involvement in Work-Related Learning". Review of Educational Research. 83 (2). American Educational Research Association: 273–313. doi:10.3102/0034654313478021. ISSN 0034-6543. S2CID 145446612.
^Tannenbaum, S. I., Beard, R. L., McNall, L. A., & Salas, E. (2010). Informal Learning and Development in Organizations. In S. W. J. Kozlowski, & E. Salas (Eds.), Learning, training, and development in organizations (pp. 303-332). New York: Routledge.
^Cerasoli, Christopher P.; Alliger, George M.; Donsbach, Jamie S.; Mathieu, John E.; Tannenbaum, Scott I.; Orvis, Karin A. (2017-04-26). "Antecedents and Outcomes of Informal Learning Behaviors: a Meta-Analysis". Journal of Business and Psychology. 33 (2). Springer Science and Business Media LLC: 203–230. doi:10.1007/s10869-017-9492-y. ISSN 0889-3268. S2CID 53410750.
^Paradise, Ruth; Barbara Rogoff (2009). "Side by side: Learning by observing and pitching in". Journal of the Society for Psychological Anthropology: 102–138.
^Dale, M., & Bell, J. (1999). Informal learning in the workplace (Research Report Nr. 134). London: Department for Education and Employment. Available under http://hdl.voced.edu.au/10707/93957 (last access: 27.03.2021)
^Felstead, Alan; Fuller, Alison; Unwin, Lorna; Ashton, David; Butler, Peter; Lee, Tracey (2005). "Surveying the scene: learning metaphors, survey design and the workplace context". Journal of Education and Work. 18 (4). Informa UK Limited: 359–383. doi:10.1080/13639080500327857. ISSN 1363-9080. S2CID 144788769.
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