The casual within the formal: A model and measure of informal learning in higher education

Research and practice have recognized the importance of informal learning—a specific type active learning—for higher education contexts. University students learn not only in formally organized courses, but also a self-directed intentional way from fellow students, through trial error, by reflection. However, there has been lack valid measures to operationalize students’ learning. In this study, we thus develop Informal Student Learning (ISL) scale for education, building on Octagon Model Workplace model’s associated measure vocational learning context. Our contains eight components with three items each. Using samples university ( N = 545, 818, 310), examined model structure ISL scale’s validity an international The results show that conceptual workplace student is similar intent reflection, different experience/action feedback. Examining validity, found evidence concurrent terms study-related self-efficacy academic performance, convergent discriminant indicators components. configural metric measurement invariance age, gender, achievement, additionally scalar age. Potential applications new context research, lecturers, are discussed.