Comparing Perceived Formal and Informal Learning in Face-to-Face versus Online Environments

Abstract

Two hundred and thirty-nine elementary school teachers reported their perceived learning (cognitive and affective aspects) in four learning environments: Formal – face-to-face (teachers’ professional development courses), Informal – face-to-face (teachers’ lounge), Formal – online (online teacher professional development courses), and Informal – online (teachers’ online forum). We found that perceived learning in formal learning environments was higher than in informal learning environments. The effect of communication media was also significant; teachers who communicated online reported higher perceived learning than teachers who communicated face-toface. The interaction between formality and communication media was also significant. In the informal environments, online learners perceived their learning to be higher than face-to-face learners, whereas in formal learning environments there was no such difference. These results revealed the importance of the medium in different learning environments.