Research paper abstract

ENGL C0855

Teaching Adult Writers in Diverse Contexts

Professor Barbara Gleason

April 11, 2015

Marsick, Victoria J, and Karen E. Watkins. “Informal and Incidental Learning.” New Directions for Adult and Continuing Education no. 89 (Spring 2001): 25-34. Print.

            Informal and incidental learning is a pervasive form of learning for adults, yet due to its unstructured nature difficult to duplicate in a classroom setting. Marsick and Watkins give a brief summary of research done on informal and incidental learning and give additional insight into how this type of learning can be encouraged. Their definition states that“[i]nformal learning is usually intentional but not highly structured. Examples include self-directed learning, networking, coaching, mentoring, and performance planning that includes opportunities to review learning needs (26).”

            In one study that the authors cite “business incubators” are implemented as places where technical entrepreneurs can interact with business venture capitalists. This creates an unstructured environment conducive to learning where entrepreneurs can learn from venture capitalists the tools needed to successfully manage a business. Other studies are noted providing examples of different situations where opportunities arose to maximize self-initiated informal adult learning. Oftentimes, these opportunities arose from mercurial circumstances, which spurred adult learners towards self-directed learning. The authors conclude that adult learning organizations can learn from this research and facilitate different styles of learning environments where adult learners can be encouraged to work collaboratively.

            Marsick and Watkins build upon a convenient visual design to visualize the cyclical process of informal and incidental learning. In this revamped model, the authors stress the importance of context in shaping the direction adult learners will take once they have assessed the knowledge they have gained. This context can have different institutions involved or it can be relatively simple, but it is important in order to determine how adult learners learn. The impetus for learning comes from triggers that signal dissatisfaction with the learner and therefore encourages problem solving. From this synthesis, the learner must try to assess how to proceed using their previous experience as a guide to help them maneuver into the future.

             The authors conclude that in order to maximize the benefits of informal and incidental learning there needs to be more scrutiny for critical reflection in adult learners in case the viewpoints they have learned arose from incorrect or flawed assumptions. The authors suggest that more research needs to be done on informal learning on all the interpersonal levels ranging from the individual to the collective. Finally, the impact of technology on adult learners is an important sphere where informal and incidental learning take place and more research needs to be done on how people learn in these new digital spaces.