Informal and Incidental Learning

By Victoria J. Marsick, Karen E. Watkins. 2001

1,257 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/5fee53242932eaeb755b294c09e4ce4f4dcbd85c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Eva Kyndt
2. I. Mandl
3. W. Doyle
4. Shinhee Jeong
5. E. Goldman
6. P. Crouse
7. Marjan Gorgievski
8. E. Watson

Citations in the corpus

• Who or What Creates? A Conceptual Framework for Social Creativity (2007, background): “Some examples include organizational learning (Popper & Lipshitz, 1998), informal learning (Marsick & Watkins, 2001), and expansive learning (Engestrom, 2001), which links the individual to contexts and has a focus on problem finding.”
• Enhancing the ability to think strategically: A learning model (2010, background): “However, models of informal learning (e.g. Marsick and Watkins, 2001) are not sufficient to depict how the ability to think strategically is learned.”
• The early grade reading assessment (EGRA): Its theoretical foundation, purpose, and limitations (2015, background): “Informal contexts, such as market transactions (Olateju, 2010) or artistic endeavours (Marsick and Watkins, 2001) are also known to be motivators for literacy acquisition.”
• Integrative Literature Review on Informal Learning: Antecedents, Conceptualizations, and Future Directions (2018, background): “Integrated with the concept of incidental learning, informal learning is often discussed as an accidental by-product of work activities that is spontaneous and tacit (Marsick & Watkins, 2001).”
• Antecedents of Employees’ Involvement in Work-Related Learning (2013, background): “Maurer et al. (2003) and Warr and Birdi (1998) investigated this nonwork support—the support received from friends and family—and found that it was positively associated with participation in formal and informal development activities.”
• Learning at the workplace (2009, positive): “Informal learning, in contrast, results from daily activities related to work (EC, 2001; 2006) and is, therefore, not institutionalised and structured and the control of learning mainly rests in the hands of the learner (Marsick and Watkins, 2001).”
• Workplace learning strategies, barriers, facilitators and outcomes: a qualitative study among human resource management practitioners (2011, background): “Marsick and Watkins (2001) described formal learning as resulting from planned, structured, instructor-led courses and programmes that are often institutionally based.”
• Learning at the workplace and sustainable employability: a multi-source model moderated by age (2016, background): “Currently, it includes informal learning activities in the workplace in addition to formal ones (Cheetham & Chivers, 2001; Eraut, 2004; Evers, Van der Heijden, Kreijns, & Gerrichhauzen, 2011; Marsick & Watkins, 2001).”
• Factors that influence informal learning in the workplace (2008, background): “Some of the intentional informal learning activities in the workplace include self-directed learning (Livingstone, 2000; Marsick and Watkins, 2001), mentoring (Conlon, 2004), networking (Eraut, 2004), asking questions (Eraut, 2004; Reardon, 2004), and receiving feedback (Eraut, 2004; Marsick and…”
• Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media (2013, background): “It is often intentional but unstructured and contextualized (Marsick & Watkins, 2001).”
• Promoting Community Wellbeing: The Case for Lifelong Learning for Older Adults (2014, background): “Informal learning is that which occurs in one’s day-to-day living— we often learn as a by-product of doing something else in our daily lives, what Marsick and Watkins (1990) termed “incidental learning.”