השוואת תפיסת למידה פורמלית ולמידה א-פורמלית בין סביבת פנים אל פנים ובין סביבה מקוונת

Two hundred and thirty nine elementary school teachers reported their
perceived learning (cognitive and socio-emotional aspects) in four learning
environments: Formal – face-to-face (teacher training), Informal – face-toface (teacher lounge), Formal – online (online teacher training), and Informal
– online (teachers' online forum). We found main effect of Formality:
Perceived learning was higher in formal then in informal environment. The
effect of Communication media was significant: Teacher communicated
online reported higher perceived learning than teacher communicated face-toface. The interaction between Formality and Communication media was also
significant: In formal environment there was no significant difference
between face-to-face and online communication, whereas in informal
environment online communicators perceived their learning to be higher than
face-to-face communicators. Additionally, we found significant correlation
between the above two independent variables and reported participation. It is
suggested that the effect of learning setting (formal vs. informal) and
communication media on perceived learning is mediated by participation.