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Evidence is drawn from in-depth, semi-structured interviews with 14 PhD students employed at their universities, analyzed through thematic methods. Results show that learning emerges through participation in authentic work practices, collaboration with colleagues and advisers, and engagement with new challenges. Skill acquisition is shaped by the demands of specific tasks, and learning is understood as interaction among individual, activity, and context within a supportive social environment.",{"@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/informal-workplace-learning-experiences-of-graduate-student-employees-informal-workplace-learning/592576/",{"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/informal-workplace-learning-experiences-of-graduate-student-employees-informal-workplace-learning/592576.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How was the data collected for this study?","Question",{"text":112,"@type":113},"Data came from in-depth, semi-structured interviews with 14 PhD students who were employed at their universities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What mechanisms support informal learning at work for graduate student employees?",{"text":117,"@type":113},"They learn by participating in work practices, collaborating with colleagues and advisers, and taking on new challenges that create learning opportunities.",{"name":119,"@type":110,"acceptedAnswer":120},"What role do tasks and context play in learning and skill acquisition?",{"text":121,"@type":113},"Learning depends on interaction between the individual, the activity, and the context, and challenging tasks are crucial for both learning and skill acquisition.","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},592576,1792231083,{"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":14,"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":145},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Australian Journal of Adult Learning Volume 58, Number 1, April 2018  \nInformal workplace learning experiences of graduate student employees  \nÖzlem Ünlühisarcıklı  \nBoğaziçi University, Turkey  \nInformal learning and how individuals learn in the workplace have gained increasing attention by researchers in recent years. In relation to other learning activities, informal learning constitutes a substantial part ofan adult’s life. This paper explores the informal workplace learning experiences of graduate student employees. Data was collected through in-depth semi-structured interviews with 14 PhD students who were employed at their universities. Thematic analysis was used to interpret the data. The findings revealed that graduate student employees learn at work by participating in various work practices, collaborating with colleagues and advisers, and meeting new challenges that provide learning opportunities. The challenges of a set task play a crucial role in learning and skill acquisition, and learning happens as a result of interaction between an individual, an activity and a context. The workplace also provides a social environment where people can grow in maturity and learn responsibility as well as skills. Learning is embodied in the everyday practices of work.  \nKeywords: informal learning, workplace learning, informal workplace learning, graduate student employees  \nInformal workplace learning experiences of graduate student employees 67  \nIntroduction  \nWorkplace learning comprises a significant part of the learning endeavours of adults (Boud & Middleton, 2003; Billett, 2001) . Studies investigating workplace learning have increased in recent years (Ellinger & Cseh, 2007; Tynjälä, 2008), spurred by rapid changes in the global labour market (Manuti, Pastore, Scardini, Giancaspro & Morciano, 2015) .  \nThere are various approaches to and definitions of‘workplace learning’(Marsick & Watkins, 1990; Tynjälä, 2008 and 2013; Manuti et al., 2015; Le Clus, 2011). Workplace learning is generally characterised as taking place through either formal or informal channels. Formal learning in the workplace happens through organised, curriculumbased training programs that generally take place in classroom-like environments. Marsick and Volpe (1999) emphasise the relevance of informal learning as opposed to formal learning in the workplace and suggest that providing an environment where workers can engage in informal learning activities will contribute not only to the organisational effectiveness of the workplace but also to the learning and development needs of individuals. Research indicates that a substantial amount of workplace learning is informal (Skule, 2004; Boud & Middleton, 2003; Day, 1998). This maybe as much as 60 to 80 per cent according to Ellinger and Cseh (2007), over 75 per cent according to Bancheva and Ivanova (2015), and even over 90 per cent in some cases (Cerasoli, Alliger, Donsbach, Mathieu, Tannenbaum & Orvis, 2017) . Sambrook (2005) distinguishes between learning at work and learning in work, where the former refers to more formal learning, while the latter refers to a more informal type of learning. In general, workplace learning refers to the ‘many ways that employees learn in organizations’(Jacobs & Parks, 2009, p. 134) .  \nInformal learning  \nIn their extensive literature review, Colley, Hodkinson and Malcolm (2003) classify learning as informal, non-formal, and formal, recognising that the continuum of learning may range from highly informal to highly formal (Van Noy, James & Bedley, 2016) . To define the term, most researchers, however, find it useful to contrast informal learning with formal learning (Hager & Halliday, 2009) .  \n68 Özlem Ünlühisarcıklı  \nMarsick and Watkins (1990 & 2001), in their early work, classify learning as formal, informal, and incidental. They differentiate informal and incidental learning from formal learning, where formal learning is described as being ‘typically institutionally ","cbCaihOIUMVqlx4d","https://ap.wps.com/l/cbCaihOIUMVqlx4d","pdf",220056,22,"English","# Introduction\n## Workplace learning and informal learning\n# Informal learning\n## Classifications and definitions of informal learning\n## Key features and comparisons with formal learning","[{\"question\":\"How was the data collected for this study?\",\"answer\":\"Data came from in-depth, semi-structured interviews with 14 PhD students who were employed at their universities.\"},{\"question\":\"What mechanisms support informal learning at work for graduate student employees?\",\"answer\":\"They learn by participating in work practices, collaborating with colleagues and advisers, and taking on new challenges that create learning opportunities.\"},{\"question\":\"What role do tasks and context play in learning and skill acquisition?\",\"answer\":\"Learning depends on interaction between the individual, the activity, and the context, and challenging tasks are crucial for both learning and skill acquisition.\"}]","Informal Workplace Learning Experiences of Graduate Student Employees - Informal Workplace Learning | PDF",1792074867,55]