Lifelong learning : Formal, non-formal and informal learning in the context of the use of problem-solving skills in technology rich environments
Nygren, H., Nissinen, K., Hämäläinen, R., & De Wever, B. (2019). Lifelong learning : Formal, non-formal and informal learning in the context of the use of problem-solving skills in technology rich environments. British Journal of Educational Technology, 50(4), 1759-1770. https://doi.org/10.1111/bjet.12807
Published in
British Journal of Educational TechnologyDate
2019Copyright
© 2019 British Educational Research Association
The evolving technological landscape in the digital era has a crucial influence on lifelong learning and the demand for problem‐solving skills. In this paper, we identify associations between formal, non‐formal and informal learning with sufficient problem‐solving skills in technology‐rich environments (TRE). We focus on adults' problem‐solving skills in TRE as a novel approach to investigate formal, non‐formal and informal learning based on data from the Programme for the International Assessment of Adult Competencies. This programme measured 16–64‐year‐old adults' proficiency in problem‐solving skills in TRE. The total sample size was 61 654 individuals from 13 European countries. Our results clearly indicate that the skill levels of more than 50% of adults aged 16–64 years old seem to be insufficient to cope effectively in TRE. The findings suggest that the learning ecologies of adults are a combination of formal, non‐formal and informal learning activities. The overall level of problem‐solving skills in TRE was higher among individuals who indicated that they have participated either formal or non‐formal learning activities, compared to those who have not. However, interestingly, the association between formal learning and problem‐solving skills in TRE was not major. Instead, our results clearly indicate that informal learning seems to be highly associated with sufficient problem‐solving skills in TRE. In practice, we outline those formal, non‐formal and informal learning activities that adults perform when applying the skills in TRE. By recognising these activities undertaken by sufficient problem solvers, we can promote lifelong learning skills. Our findings can also be used as a starting point for future studies on lifelong learning.
...
Publisher
Wiley-Blackwell Publishing Ltd.ISSN Search the Publication Forum
0007-1013Keywords
Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/30679179
Metadata
Show full item recordCollections
Additional information about funding
Foundational work for this paper was supported by the Strategic Research Council at the Academy of Finland call for Adaption and Resilience for Sustainable Growth [grant no. 313395] during 2018-20.License
Related items
Showing items with similar title or keywords.
-
What makes the difference : PIAAC as a resource for understanding the problem-solving skills of Europe's higher-education adults
Hämäläinen, Raija; De Wever, Bram; Nissinen, Kari; Cincinnato, Sebastiano (Pergamon Press, 2019)The ever-evolving technological landscape is challenging adults' problem-solving skills. The central goal of higher education (HE) is to guarantee a high level of know-how, which is in line with the changing demands of ... -
Perceived contributions of Plan International Finland Children's Board participation to active global citizenship
Heikkinen, Ella (2024)Globaalikasvatus on keino vastata nykyajan globaaleihin haasteisiin ja edistää kestävän kehityksen toteutumista. Suuri osa aiemmasta tutkimuksesta on keskittynyt formaaliin globaalikasvatukseen ja globaalikansalaisuuden ... -
Digital work practices that promote informal workplace learning : digital ethnography in a knowledge work context
Karhapää, Anne; Hämäläinen, Raija; Pöysä-Tarhonen, Johanna (Routledge, 2023)Informal workplace learning is an essential part of lifelong learning. In recent years, digital technology has come to play an increasingly important role in enabling informal learning at work through various tools and ... -
Can noncomplementarity of agency lead to successful problem solving? A case study on students’ interpersonal behaviors in mathematical problem-solving collaboration
Haataja, Eeva S.H.; Chan Man Ching, Esther; Salonen, Visajaani; Clarke, David J. (Elsevier BV, 2022)In student collaboration, purposeful peer interaction crucial for success on the task. Such collaboration requires adequate and purposeful student agency. Theoretically, the between-individual complementarity of agency ... -
Older Adults Learning Digital Skills Together : Peer Tutors’ Perspectives on Non-Formal Digital Support
Korpela, Viivi; Pajula, Laura; Hänninen, Riitta (Cogitatio Press, 2023)In later life, digital support is predominantly received outside of formal education from warm experts such as children, grandchildren, and friends. However, as not everyone can rely on this kind of informal help, many ...