Blended learning environments to foster Self-Directed Learning

Volume editor
Christo van der Westhuizen
Volume editor
Mncedisi C Maphalala
Volume editor
Roxanne Bailey

Synopsis

This book on blended learning environments to foster self-directed learning highlights the focus on research conducted in several teaching and learning contexts where blended learning had been implemented and focused on the fostering of self-directed learning. Several authors have contributed to the book, and each chapter provides a unique perspective on blended learning and self-directed learning research. From each chapter, it becomes evident that coherence on the topics mentioned is established. One of the main aspects drawn in this book, and addressed by several authors in the book, is the use of the Community of Inquiry (CoI) framework when implementing teaching and learning strategies in blended learning environments to foster self-directed learning. This notion of focusing on the CoI framework is particularly evident in both theoretical and empirical dissemination presented in this book. What makes this book unique is the fact that researchers and peers in varied fields would benefit from the findings presented by each chapter, albeit theoretical, methodological or empirical in nature – this, in turn, provides opportunities for future research endeavours to further the narrative of how blended learning environments can be used 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

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Cover for Blended learning environments to foster Self-Directed Learning
Print ISSN
2707-1537

Details about the available publication format: PDF

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ISBN-13 (15)
978-1-77634-241-9
Publication date (01)
2022

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ISBN-13 (15)
978-1-77634-239-6
Publication date (01)
2022
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ISBN-13 (15)
978-1-77634-240-2
Publication date (01)
2022

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ISBN-13 (15)
978-1-77634-240-2
Publication date (01)
2022
Physical Dimensions