Exploring the Interplay between Formal and Informal Learning: A Quasi-Experimental Investigation
通过124名急救医护人员的准实验，发现正式培训中的简短干预能促进非正式学习，且两者在提升绩效准备度上存在替代关系，即非正式学习可弥补正式学习的不足。
Training programs are popular mechanisms for developing human capital and a mainstay in the learning literature, yet a large portion of learning happens through more informal means. While sharing similar theoretical explanations, research on formal and informal learning have evolved separately. We explore the interplay between them and feature two overarching research questions: 1) how can a formal learning program be used to facilitate informal learning, and 2) how do formal and informal learning combine? To address these questions, we employed a quasi-experimental design and collected data from 124 emergency medical technicians who performed 353 field rotations in hospitals while completing a training program. We found that a brief intervention module embedded in the formal training program facilitated informal learning processes – as compared to a quasi-control condition. Moreover, formal learning (from the training program) and informal learning behaviors (during the clinical rotations) evidenced a substituting interaction as related to performance readiness. Whereas formal learning related positively to performance readiness, high informal learning served to offset low levels of formal learning. Our study generates new knowledge on the interplay between formal and informal learning, changing the conversation from a choice between forms to how they can best support each other.