Students Outside the System: Informal Learning

Toffoli, Denyze

doi:10.1007/978-3-030-37876-9_6

Cited by 1 publication

(2 citation statements)

References 41 publications

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“…Huang and Oh (2016) found that informal learning environments could actively engage undergraduate students because they allowed students to develop their own learning strategies, monitor their learning progress, and expand their learning opportunities. Thus, it can be argued that both formal learning and DIL can enhance students' academic engagement (Peters & Romero, 2019; Petrovic, 2018; Sackey et al, 2015; Toffoli, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…In other words, DIL can be described as a kind of self‐controlled, self‐directed, and flexible learning, which is not typically classroom‐based, is relatively unstructured (Meyers et al, 2013), and embraces the potential of digital technologies in enabling students to acquire new knowledge (Ungerer, 2016). DIL is different from traditional learning in that it is not done through formal educational institutions (Hubbard, 2019; Toffoli, 2020). He and Li (2019) noted that DIL was characterized by cognitive learning (CL), meta‐cognitive learning (MCL), and social and motivation learning (SML).…”

Section: Literature Reviewmentioning

confidence: 99%

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The role of digital informal learning in the relationship between students' digital competence and academic engagement during the COVID‐19 pandemic

Heidari

Mehrvarz

Marzooghi

et al. 2021

Computer Assisted Learning

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During the COVID‐19 crisis, digital informal learning is important for students' academic engagement. Although scholars have highlighted the importance of students' digital competence in improving digital informal learning (DIL), the mediating role of DIL between digital competence and academic engagement has remained ambiguous. The purpose of this study is to investigate the relationship between students' digital competence and their academic engagement with the mediating role of DIL in the higher education context. This study used a descriptive correlational design, and the data were analyzed using structural equation modelling (SEM). The study sample included 308 students from Shiraz University, Iran. The results showed that digital competence positively and significantly correlated with students' DIL and their academic engagement. Furthermore, DIL, as the mediator variable, was found to mediate the relationship between students' digital competence and their academic engagement. Since higher education institutions have a key role in improving students' academic engagement, particularly in the COVID‐19 pandemic, academic administrators should pay more attention to students' digital competencies and provide them with efficient and user‐friendly DIL platforms that can increase their academic engagement.

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