As You Reflect On These Strategies Think About How You Prev
As You Reflect On These Strategies Think About How You Previously Lea
As you reflect on these strategies, think about how you previously learned a new skill, subject, or process in an informal setting. When we often think of learning, we focus on formal settings--your high school classroom, an online class you took, military training, or a boot camp for a certification. Informal learning experiences can teach us quite a bit, though. What strategies and approaches did you use in your informal learning experience? How can you apply those to learning new concepts and skills while you’re a student at University of Maryland Global Campus?
Even if the university environment is new to you, you come to learning with skills, strengths, and strategies you can draw from to connect new knowledge to what you already know. Follow the attach Instructions to complete this work.
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Learning is a complex process that varies considerably between formal and informal settings. While formal education is often structured withcurricula, assessments, and instructor-led activities, informal learning occurs more spontaneously and organically through everyday experiences, interactions, and personal initiatives. Reflecting on these differing contexts, it becomes clear that strategies employed during informal learning can significantly benefit a student’s ability to acquire new knowledge and skills within a university environment such as the University of Maryland Global Campus (UMGC).
In informal learning settings, individuals often adopt specific strategies that facilitate effective acquisition of skills without formal instruction. These include curiosity-driven exploration, peer discussions, observation, trial-and-error, and leveraging available resources like online tutorials, books, or communities. For example, many people learn to cook by experimenting in the kitchen, watching videos, or asking friends for tips—methods that rely on initiative and self-motivation. Such strategies leverage intrinsic motivation, adaptability, and resourcefulness, which are essential qualities for successful independent learning at the university level.
One key strategy from informal learning that can be applied to university studies is the use of self-directed learning techniques. Students often learn best when they set personal goals, identify credible resources, and seek feedback independently. For instance, a student interested in developing programming skills might use online tutorials, participate in coding communities, and practice through projects—methods reminiscent of informal learning approaches. These techniques foster autonomy and can be particularly effective in online or hybrid learning environments like UMGC, which emphasize self-motivation and discipline.
Another important strategy is leveraging peer learning and social interactions. During informal learning, peers play a crucial role through sharing knowledge, offering support, and collaborative problem-solving. At UMGC, students can replicate this strategy by engaging in discussion boards, study groups, or virtual peer collaborations. These interactions enhance understanding, provide diverse perspectives, and foster a sense of community, which helps in retention and deeper comprehension of subject matter.
Observation and reflection are additional strategies used in informal settings. Learning by observing others' actions and reflecting on one's experiences promotes critical thinking and self-awareness. For example, observing how a skilled peer approaches a problem can offer new techniques and insights. In the university context, students can adopt reflective practices such as journaling or self-assessment to evaluate their learning progress and identify areas for improvement. This continuous reflection aligns with the self-regulated learning models encouraged at UMGC.
Furthermore, trial-and-error experimentation, a common informal learning method, encourages resilience and problem-solving skills. Students in a university setting can apply this approach by experimenting with different study methods, software tools, or project strategies until they find what works best for them. This iterative process not only enhances skill acquisition but also builds confidence and independence.
Applying informal learning strategies within an academic setting requires intentionality. Students should recognize their existing skills, such as curiosity, adaptability, and resourcefulness, and deliberately incorporate these into their studies. For example, they might set personal learning goals, seek out online resources proactively, participate actively in peer interactions, and reflect on their experiences regularly. These practices empower students to take ownership of their learning journey and adapt effectively to the demands of university-level coursework.
Finally, the transition from informal to formal learning contexts at UMGC involves integrating these self-motivated strategies with structured academic requirements. Success hinges on developing time management skills, utilizing available resources, and maintaining motivation. The ability to independently navigate learning resources, seek feedback, and reflect on progress is central to thriving in an online university environment.
In conclusion, strategies used in informal learning—such as curiosity-driven exploration, peer collaboration, observation, trial-and-error, and reflection—are highly adaptable for academic success at UMGC. Emphasizing self-direction, resourcefulness, and reflective practice can enhance a student’s ability to acquire new skills, deepen understanding, and succeed in both traditional and online learning environments. Recognizing and honing these strategies provides a strong foundation for lifelong learning and continuous personal and academic growth.
References
- Bandura, A. (1986). Social cognitive theory. In J. H. Harvey (Ed.), Handbook of social psychology (pp. 3-33). Springer.
- Boud, D., & Molloy, E. (2013). Rethinking models of reflection in professional learning. Studies in Higher Education, 38(3), 319-333.
- Educational Technology & Society, 21(4), 230-242.