The formality of learning science in everyday life: A conceptual literature review

Abstract

The terms non-formal and informal are attributed to learning in everyday life by many authors, often linked to their interests in particular learning practices. However, many authors use the terms without any clear definition, or employ conflicting definitions and boundaries. An analysis of relevant literature revealed two fundamentally different interpretations of informal learning. The one describes formality of education at the organizational level, while the second describes formality of learning at the psychological level. This article presents a conceptual reconciling of these two perspectives. Based on a literature review, the educational modes of education are defined as discrete entities (formal, non-formal, and informal education), whereas formality at the psychological level is defined in terms of attributes of formality and informality along a continuum (formal ↔ informal learning). Relations to other  well-established frameworks within the field of informal learning are discussed.