Processing Change Instigated by Immersed New Media Usage and its Implications for School-Based and Informal Learning

Gorg Mallia (University of Malta, Malta)
Copyright: © 2011 |Pages: 115
EISBN13: 9781609606480|DOI: 10.4018/978-1-60960-015-0.ch007
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This case presented in this chapter1 revolves around the hypothesis that information processing has changed from a linear format, within a chronological progression, to a partially controlled chaotic format, with tracking achieved primarily through hypertextual nodes which goes against the enforced linearity of most institutionally imposed hierarchical learning. Suggestions are given as to how basic schooling methodologies may need to be modified to conform to new learning practices. The possibility of the informal learning option more amenable to hypertextual processing is also explored. Online whimsical searches and acquisition of information through social software interaction and other new media technology immersion has changed the breadth of informal learning, particularly self-directed and incidental learning. In a study of University of Malta students that requested self-perceptive descriptions of learning preferences (formal study/independent acquisition). 70% opted for formal study, explainable by their traditional academic context. 30% preferred flexibility and the intrinsic motivation stimulated by self-direction; a significant number given that a decision about a life choice was requested.
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