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Informal Learning as Group Meaning-Making: Visible Talk in Online Communities

Informal Learning as Group Meaning-Making: Visible Talk in Online Communities

Mary F. Ziegler, Trena Paulus, Marianne Woodside
Copyright: © 2015 |Pages: 17
ISBN13: 9781466682658|ISBN10: 1466682655|EISBN13: 9781466682665
DOI: 10.4018/978-1-4666-8265-8.ch013
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MLA

Ziegler, Mary F., et al. "Informal Learning as Group Meaning-Making: Visible Talk in Online Communities." Measuring and Analyzing Informal Learning in the Digital Age, edited by Olutoyin Mejiuni, et al., IGI Global, 2015, pp. 180-196. https://doi.org/10.4018/978-1-4666-8265-8.ch013

APA

Ziegler, M. F., Paulus, T., & Woodside, M. (2015). Informal Learning as Group Meaning-Making: Visible Talk in Online Communities. In O. Mejiuni, P. Cranton, & O. Táíwò (Eds.), Measuring and Analyzing Informal Learning in the Digital Age (pp. 180-196). IGI Global. https://doi.org/10.4018/978-1-4666-8265-8.ch013

Chicago

Ziegler, Mary F., Trena Paulus, and Marianne Woodside. "Informal Learning as Group Meaning-Making: Visible Talk in Online Communities." In Measuring and Analyzing Informal Learning in the Digital Age, edited by Olutoyin Mejiuni, Patricia Cranton, and Olúfẹ́mi Táíwò, 180-196. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8265-8.ch013

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Abstract

Very few researchers have considered peer-initiated online communities as sites where informal learning takes place. The goal in this chapter is to expand and enrich the conceptualization of informal learning by positioning it as a group meaning-making process rather than an individual cognitive product. The authors begin the chapter by providing an overview of the opportunities adults have to engage in informal learning through asynchronous conversations in online communities. Then, they summarize current conceptualizations of informal learning and the approaches researchers have used to examine it, noting both their potential and limitations. The authors synthesize the research they have conducted on online learning conversations over the last eight years and present their model of informal learning as a group meaning-making process.

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