Turkey-based Civil Engineers’ Intentional Informal Learning Experiences during the COVID-19 Pandemic

The COVID-19 pandemic served as a disjuncture causing individuals to seek various learning opportunities, including intentional informal learning (IIL). This study investigated 190 Turkey-based civil engineers’ IIL experiences influenced by the pandemic. Data were collected using a survey with close- and open-ended questions. Results revealed that the participants’ overall IIL engagement was at a moderate level, trying to compensate for the lack of information and skills deemed essential, most of which were job-related. Although they also indicated general interest-related IIL activities, these were still related to work. Results also showed that the participants normally used internet-based learning sources and had a tendency toward communicative and collaborative IIL activities. Based on the results, training programs for civil engineers are recommended to emphasize the notion of IIL and create communicative and collaborative learning opportunities in virtual and non-virtual environments.

The COVID-19 pandemic served as a disjuncture causing individuals to seek various learning opportunities, including intentional informal learning (IIL). This study investigated 190 Turkey-based civil engineers’ IIL experiences influenced by the pandemic. Data were collected using a survey with close- and open-ended questions. Results revealed that the participants’ overall IIL engagement was at a moderate level, trying to compensate for the lack of information and skills deemed essential, most of which were job-related. Although they also indicated general interest-related IIL activities, these were still related to work. Results also showed that the participants normally used internet-based learning sources and had a tendency toward communicative and collaborative IIL activities. Based on the results, training programs for civil engineers are recommended to emphasize the notion of IIL and create communicative and collaborative learning opportunities in virtual and non-virtual environments.