Blended learning environments to foster Self-Directed Learning

Chapters

• Chapter 1

  A 21st-century vision for self-directed learning in blended learning environments
  Christo van der Westhuizen, Roxanne Bailey
• Chapter 2

  Curiosity killed the cat, but satisfaction brought it back: Inquiry-based learning in blended environments to promote self-directed learning
  Donnavan Kruger, Egon Werlen, Per B Bergamin
• Chapter 3

  Joining forces: Pair problem-solving, flipped classroom and metacognitive self-questioning to enhance self-directed learning
  Roxanne Bailey, Betty Breed
• Chapter 4

  Self-directed learning with technology for fourth-year Engineering Graphics and Design students
  Albert Kemp, Christo van der Westhuizen
• Chapter 5

  Blended learning as a catalyst for self-directed learning in universities amid the COVID-19 pandemic: Fourth-year students’ experiences
  Mncedisi C Maphalala, Sfiso C Mahlaba
• Chapter 6

  A flipped classroom approach to mathematics teacher training: Blended learning in support of metacognition as a self-directed learning skill
  Celizma Lotz, Corné Kruger, Jako Olivier
• Chapter 7

  Academic flexibility to implement information communication technology in using blended learning: Post-COVID-19 era
  Joyce P Dhlamini
• Chapter 8

  Self-directed language learning in a blended learning environment: Perspectives of Sesotho sa Leboa and isiZulu student-teachers
  Jako Olivier, Matome M Mabiletja, Emmanuel Ngwenya
• Chapter 9

  Self-control tasks with self-explanation prompts as a component of self-directed online learning
  Egon Werlen, Victoria Mirata, Divan Jagals, Nicole Bergamin
• Chapter 10

  Blended gamification: Using Habitica to develop the self-directed capabilities of BEd students
  Byron J Bunt, Nicolaas van Deventer