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Self-directed learning research: An imperative for transforming the educational landscape

Publication Info

Added 2017-01-09
ISBN-13: 978-1-928396-01-7
Date of first publication: 2016
doi: 10.4102/aosis.sdlr.2016.03

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Self-directed learning research: An imperative for transforming the educational landscape

Elsa Mentz, Izak Oosthuizen

This book will benefit specialists in the field of the education sciences. It represents significant progress in knowledge production. Self-directed learning has become increasingly important, not only for education in South Africa but also for education sciences in the international arena. This is a result of the changing education landscape, caused by the demands of the 21st century as well as the rapid change in knowledge production. Learners should be equipped with skills to take responsibility for their own learning. New innovative strategies should be incorporated into teaching and learning in order to meet the changing demands in education. Traditional teacher-centred practices are still the norm in most South African schools and higher-education institutions and do not adequately prepare students for lifelong learning in the 21st century. The content focuses on the theory behind self-directed learning, explores strategies such as cooperative learning, problembased learning, case-based teaching and large-group teaching that enhance self-directed learning and the use of blended learning in a self-directed learning environment. The book demonstrates how self-directed learning can be enhanced in mathematics, computer-science and life-science education and through the use of student tutors for geography. Digital technology could, for example, also be used in innovative ways for education in isiZulu folk poetry. The findings are based on original empirical research and a sound theoretical-conceptual framework. In an environment of rapidly changing knowledge production, this book responds to the challenge of how to equip learners with the necessary skills to take responsibility for their own learning. The book presents innovative teaching and learning strategies for meeting the changing demands in education. Group activities, the responsibilities of learners and the obstacles that hinder their learning are analysed, and the way in which educators can support them is discussed. Educational values such as mutual trust are discussed, and self-directed assessment is explored. This is a timely collective work authored by experts who subscribe to the approach of self-directed learning. Educators should discover new teaching and learning strategies and value the integration of self-directed learning in the classroom.

About the Volume editor: Elsa Mentz

No biography available at this time.

About the Volume editor: Izak Oosthuizen

No biography available at this time.

Chapter 1
The feasibility of grafting self-directed learning theory onto the capability theory

Johannes (Hannes) L. van der Walt

Chapter 2
The affordances of case-based teaching for self-directed learning: A case study with firstyear student teachers

Josef de Beer, Sarah Gravett

Chapter 3
Students’ accountability and responsibility in problem-based learning: Enhancing self-directed learning

Marietjie Havenga

Chapter 4
Student support through cooperative base groups and its contribution to the development of selfdirected learning skills

Anitia Lubbe, Elsa Mentz, Neal Petersen

Chapter 5
A self-directed learning approach to large-group teaching: An evaluation

H.J. (Hennie) Steyn, Johannes (Hannes) L. van der Walt, Charl Wolhuter

Chapter 6
Geography student tutors’ facilitative skills in a problem-based learning environment

Aubrey Golightly

Chapter 7
The enactment of problembased approaches in preservice mathematics and the levels of performance of teacher students in problem projects

Judah P. Makonye

Chapter 8
Pre-service teacher students’ expectations of self-directed learning in an undergraduate blendedlearning course

Adri du Toit, Jessica Pool

Chapter 9
Academic writing supported by digital technologies and the INcwadi-Mkhaphi (bookguide) in isiZulu folk-poetry education

Thabisile Buthelezi, Paulinah Phahamane

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