Editing Learning (section)

=== Incidental learning ===
In ''incidental teaching'' learning is not planned by the instructor or the student, it occurs as a byproduct of another activity — an experience, observation, self-reflection, interaction, unique event (e.g. in response to incidents/accidents), or common routine task. This learning happens in addition to or apart from the instructor's plans and the student's expectations. An example of incidental teaching is when the instructor places a train set on top of a cabinet. If the child points or walks towards the cabinet, the instructor prompts the student to say "train". Once the student says "train", he gets access to the train set.

Here are some steps most commonly used in incidental teaching:<ref>{{Cite web|url=http://nspt4kids.com/healthtopics-and-conditions-database/incidental-teaching/|title=What is incidental teaching?|year=2017|website=North Shore Pediatric Therapy, Illinois|access-date=August 29, 2017|url-status = live|archive-url=https://web.archive.org/web/20170829204217/http://nspt4kids.com/healthtopics-and-conditions-database/incidental-teaching/|archive-date=August 29, 2017}}</ref>
* An instructor will arrange the learning environment so that necessary materials are within the student's sight, but not within his reach, thus impacting his motivation to seek out those materials.
* An instructor waits for the student to initiate engagement.
* An instructor prompts the student to respond if needed.
* An instructor allows access to an item/activity contingent on a correct response from the student.
* The instructor fades out the prompting process over a period of time and subsequent trials.

Incidental learning is an occurrence that is not generally accounted for using the traditional methods of instructional objectives and outcomes assessment. This type of learning occurs in part as a product of social interaction and active involvement in both online and onsite courses. Research implies that some un-assessed aspects of onsite and online learning challenge the equivalency of education between the two modalities. Both onsite and online learning have distinct advantages with traditional on-campus students experiencing higher degrees of incidental learning in three times as many areas as online students. Additional research is called for to investigate the implications of these findings both conceptually and pedagogically.<ref>{{cite thesis|last1=Konetes|first1=George|title=The Effects of Distance Education and Student Involvement on Incidental Learning |type=PhD dissertation |publisher=Indiana University of Pennsylvania |date=2011|page=115|url=https://dspace.iup.edu/bitstream/handle/2069/477/George%20Konetes.pdf?sequence=1|access-date=2014-07-12|ref=Incidental Learning|url-status = dead|archive-url=https://web.archive.org/web/20140714130414/https://dspace.iup.edu/bitstream/handle/2069/477/George%20Konetes.pdf?sequence=1|archive-date=2014-07-14 |id={{ERIC|ED535973}} {{ProQuest|909895728}} }}</ref>