It is well-known that learning is a field that embraces not only dedicated teaching environments, but also informal contexts: it is worth considering how much we learn from everyday situations such as exchanges with family and friends, travel and surfing on the Web. This paper compares the perceptions of informal web learning reported by the users of twoItalian professional communities: “Orizzonte Scuola” and “La Scuola che Funziona”. We adopted a quantitative-qualitative research methodology, first administering an online questionnaire (320 responses) and secondly conducting 24 structured interviews

Petti, L., Triacca, S. (2012). Informal Learning and Teacher Training on the Web: User Perceptions of Two Italian Online Communities for Teachers. In Ireland International Conference on Education - IICE-2012 Proceedings (pp. 30-34). Infonomics Society.

Informal Learning and Teacher Training on the Web: User Perceptions of Two Italian Online Communities for Teachers

PETTI, LIVIA;
2012

Abstract

It is well-known that learning is a field that embraces not only dedicated teaching environments, but also informal contexts: it is worth considering how much we learn from everyday situations such as exchanges with family and friends, travel and surfing on the Web. This paper compares the perceptions of informal web learning reported by the users of twoItalian professional communities: “Orizzonte Scuola” and “La Scuola che Funziona”. We adopted a quantitative-qualitative research methodology, first administering an online questionnaire (320 responses) and secondly conducting 24 structured interviews
Capitolo o saggio
informal learning, community, teacher, web, perception
English
Ireland International Conference on Education - IICE-2012 Proceedings
978-1-908320-10-0
Petti, L., Triacca, S. (2012). Informal Learning and Teacher Training on the Web: User Perceptions of Two Italian Online Communities for Teachers. In Ireland International Conference on Education - IICE-2012 Proceedings (pp. 30-34). Infonomics Society.
Petti, L; Triacca, S
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/38268
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