| Abstract: | Although most workplace learning occurs informally, instructional design and technology professionals often focus their attention on more formal interventions, such as training. This article addresses a research study that examined the perception and use of informal learning strategies among instructional design and technology graduate students, the future members of the workforce of instructional designers and performance improvement practitioners. Results of this study may have implications for both instructional design and technology graduate programs and managers of instructional design and technology teams in organizations. |
