Innovative curriculum design: Bridging the theory–practice divide in work-integrated learning to foster Self-Directed Learning

Chapters

• Chapter 1

  Reimagining work-integrated learning excursions to decrease the theory–practice divide
  Adri du Toit, Neal Petersen
• Chapter 2

  Immersion pedagogy on the Vygotskyan stage: The affordances of role immersion during the first-year student excursion
  Josef de Beer
• Chapter 3

  Affordances and barriers of face-to-face and virtual online excursions to foster self-directed learning in pre-service teacher education: Distilling design principles
  Neal Petersen, Elsa Mentz, Josef de Beer
• Chapter 4

  Students’ experiences of game-based learning to foster self-directed learning
  Byron J Bunt, Lounell White, Neal Petersen
• Chapter 5

  Exploring strategies to foster first-year students’ critical reflection towards social justice praxis in a work-integrated learning experience
  Corné CG Kruger, Marry Mdakane
• Chapter 6

  Entrepreneurial learning as curriculum innovation toward bridging the theory–practice divide when preparing future ‘super teachers’
  Adri du Toit
• Chapter 7

  Self-directed multimodal assessment of virtual excursions: Affordances for student agency
  Anitia Lubbe
• Chapter 8

  Demystifying intercultural constructs in a South African context: Virtual excursions as exemplars of curriculum innovations
  Iman C Chahine, Awad Awad
• Chapter 9

  Pedagogy of play in a virtual excursion to foster self-directed learning in health care students
  Jessica Pool, Yolande Heymans, Rhea Koch, Gontse Mokwatsi
• Chapter 10

  Work-integrated learning and self-directed learning: Design, skills and dispositions for professional development
  Robert J Balfour