Self-Directed Learning research and its impact on educational practice

Chapters

• Chapter 1

  Defining research focus in self-directed learning: An autoethnographic reflection
  Divan Jagals
• Chapter 2

  Evaluating undergraduate students’ self-directed learning experiences during research-based learning
  Walter Uys, Wallace Chigona
• Chapter 3

  Implementing guidelines for deeper self-directed learning in Computer Applications Technology education: Implications for lifelong learning
  Sukie van Zyl, Elsa Mentz
• Chapter 4

  Lessons learnt in establishing a teaching presence in a cooperative blended learning environment: Facilitators’ perspectives
  Chantelle Bosch, Dorothy Laubscher
• Chapter 5

  Puzzle video games and the benefits for critical thinking: Developing skills and dispositions towards self-directed learning
  Byron J Bunt, Mary Grosser
• Chapter 6

  Teachers’ position regarding their curriculum as praxis: A self-directed learning capability perspective
  Marisa Verster, Elsa Mentz, Charlene du Toit-Brits
• Chapter 7

  A Cultural-Historical Activity Theory gaze at teacher professional development to enhance self- directed learning and its transfer to the classroom
  Elsa Mentz, Josef de Beer
• Chapter 8

  Facilitator experiences on implementing technology- supported cooperative learning professional development
  Gordon Sekano, Dorothy Laubscher, Roxanne Bailey
• Chapter 9

  Using cooperative learning as scaffold to develop Grade 10 Life Sciences learners’ self-directed learning skills within their zone of proximal development
  Monica de Lange, Neal Petersen, Betty Breed
• Chapter 10

  A contextual consideration of parental involvement in homework to develop self-regulated learning
  Bernadette Geduld, Marry Mdakane