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Using data from the 2008 Adult Education Participation Survey in Taiwan and Fujian Area, the study analyzed responses from 10,000 adults across variables including gender, age, education background, and annual income. Findings show participation rates differed significantly by these factors, and Taiwanese adults mainly preferred interpersonal communication and sharing for workplace informal learning, with comparisons to prior international research also discussed.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/adults-participation-in-informal-learning-activities-key-findings-from-the-adult-education-participation-survey-in-taiwan/594466/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/adults-participation-in-informal-learning-activities-key-findings-from-the-adult-education-participation-survey-in-taiwan/594466.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study?","Question",{"text":112,"@type":113},"The study investigates Taiwanese adults’ informal learning experiences and how participation relates to selected socio-demographic characteristics.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which data source and sample size are used?",{"text":117,"@type":113},"Results are based on responses of 10,000 adults, using the 2008 Adult Education Participation Survey in Taiwan and Fujian Area data.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors are associated with differences in informal learning participation?",{"text":121,"@type":113},"Participation rates differed by gender, age, educational background, and annual income.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594466,1792211396,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Adult Learning Volume 51, Number 3, November 2011  \nAdults’ participation in informal learning activities: Key findings from the adult education participation survey in Taiwan  \nHorng-Ji Lai and Ming-Lieh Wu National Chi Nan University, Taiwan and  \nAi-Tzu Li  \nNational Chung Cheng University, Taiwan  \nThis study investigated the informal learning experiences expressed by Taiwanese adults (aged from 16 to 97) and examined their involvement related to selected socio-demographic characteristics. Data of the 2008 Adult Education Participation Survey in Taiwan and Fujian Area were used to look at different variables of adults’demographic characteristics in relation to their informal learning participation. Results were based on the responses of 10,000 adults to the survey. The key findings indicated that the percentage of adults who had, or had not, participated differed by gender, age, educational background and annual income. Taiwanese adults’preferred method of workplace informal learning was interpersonal communications and sharing. Similarities and differences between this study and past international research are also discussed.  \n410 Horng-Ji Lai and Ming-Lieh Wu  \nIntroduction  \nLifelong learning has been recognised as a key instrument to foster the growth of the knowledge economy and higher living standards in the European Union (EU) and the Organizations for Economic Cooperation and Development (OECD) countries. Thus, national surveys focusing on the distribution and extent of adult learning have been conducted in many developed and developing countries around the world (Merriam, Caffarella & Baumgartner 2007; Rubenson & Desjardin 2009). The results of these surveys provide useful information for policy-makers, adult education providers and the scholarly community to understand developments and trends in adult education, identify barriers affecting adults’ participation in different formats of learning activities, and provide necessary assistance to those who are in need. Adult learning, according to the broad context of lifelong learning, can be classified as formal, non-formal and informal learning, and the informal learning is the most popular approach engaged in by adults (Merriam, Caffarella & Baumgartner 2007). Informal learning has received considerable attention from adult education practitioners and researchers. Smith and Smith (2008) indicate that understanding adults’ participation in informal learning is critical because successful informal learning experiences might lead adults to participate in formal and non-formal education. Therefore, it is definitely valuable to discuss and further examine the involvement of adults in informal learning activities from data in national surveys in order to better assist them to pursue formal and non-formal education and to design effective adult education and training programs.  \nIn the United States, the National Center for Education Statistics (NCES) began to ask questions about adults’ informal learning participation in the National Household Education Survey (NHES), a national survey that specifically focused on adults’ participation in educational activities, in 2005 (Smith & Smith 2008) . In  \nAdults’participation in informal learning activities 411  \nAustralia, the Australian Bureau of Statistics also posted informal learning questions in the adult learning section of the 2006–2007 Multi-Purpose Household Survey (MPHS) (Australian Bureau of Statistics 2008a). An analysis report based on the results of the MPHS states that ‘informal learning is particularly important to support disadvantaged adults who may face barriers in accessing more structured learning activities’(Australian Bureau of Statistics 2008b: 1). In Taiwan, the central government officially implemented The Lifelong Learning Act in 2002, and various types and programs of adult education/training have been offered and organised islandwide through public and private sectors. One of ","cbCairWPDoru94f1","https://ap.wps.com/l/cbCairWPDoru94f1","pdf",216988,24,"English","# Introduction\n## Definitions and policy context of lifelong learning\n## International survey initiatives on adult informal learning\n## Taiwan’s adult education system and the 2008 survey","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study investigates Taiwanese adults’ informal learning experiences and how participation relates to selected socio-demographic characteristics.\"},{\"question\":\"Which data source and sample size are used?\",\"answer\":\"Results are based on responses of 10,000 adults, using the 2008 Adult Education Participation Survey in Taiwan and Fujian Area data.\"},{\"question\":\"Which factors are associated with differences in informal learning participation?\",\"answer\":\"Participation rates differed by gender, age, educational background, and annual income.\"}]","Adults’ participation in informal learning activities - Key findings from the adult education participation survey in Taiwan | PDF",1792079215]