Self-Directed Learning: Curriculum implementation, praxis and scholarship in context

Volume editor

Charlene du Toit-Brits

Volume editor

Jean Henry Blignaut

Volume editor

Elize Vos

Synopsis

This scholarly book provides an in-depth analysis of self-directed learning (SDL) within contexts of curriculum, praxis, and scholarship. The book presents original research from multiple authors, which provides diverse perspectives and methodologies for enhancing understanding of SDL. It primarily focuses on incorporating SDL into curriculum development and emphasises the significance of scholarly research in designing effective curricula.

The book explores the integration of technology in learning and adapts instructional strategies to meet the evolving demands of higher education and school environments. Inspired by constructivism, socio-constructivism and context-based learning theories, the text presents practical strategies for educators. Key topics include the implications of artificial intelligence, strategies for reducing procrastination, fostering SDL in homeschooling, enhancing SDL attributes, preparing teachers for self-direction, facilitating curriculum transformation, and incorporating indigenous knowledge. The book also covers teaching climate change education and integrating educational robotics.

Self-Directed Learning: Curriculum implementation, praxis and scholarship in context is invaluable for scholars and researchers in education, providing empirical findings and practical insights to inspire further research. It aims to equip learners with 21st-century skills, preparing them for the challenges of the Fourth Industrial Revolution.

Chapters

Introduction

Karl R Wirth
Preface

Charlene du Toit-Brits, Jean Henry Blignaut, Elize Vos
Chapter 1
Self-directed learning praxis and poiesis in the age of artificial intelligence

Jako Olivier
Chapter 2
Cultivating self-authorship through self-directed learning environments

Charlene du Toit-Brits, Jean Henry Blignaut, Karl R Wirth
Chapter 3
Unveiling the catalyst: Exploring learner and educator self-directed learning attributes as a mechanism to attain curriculum and pedagogical objectives

Charlene du Toit-Brits, Sipho Mahlaba , Christo P van der Westhuizen
Chapter 4
Bridging the gap: Nurturing self-directedness in higher education teacher training and teachers' job demands

Gideon (Deon) P van Tonder , Nicolaas van Deventer
Chapter 5
Improving academic success: Cultivating self-directed learning to address procrastination in higher distance education

Christof Imhof , Ioan-Sorin Comsa , Dorothy Laubscher , Tobias Häberlein , Per Bergamin
Chapter 6
Continuous professional development through self-directed learning among lecturers in curriculum transformation

Jackie Slabbert-Redpath , Josef de Beer , Charlene du Toit-Brits
Chapter 7
Towards a student-centred curriculum: The case of cooperative learning-embedded assessment

Anitia Lubbe , Elsa Mentz
Chapter 8
Introducing block-based programming: Pre-service teachers’ skill development and self-efficacy in digital microworlds

Marietjie Havenga, Olukayode S Aboderin
Chapter 9
From classroom to home: Unleashing the power of self-directed learning in homeschooling

Marguerite Scheepers , Jean Henry Blignaut, Charlene du Toit-Brits
Chapter 10
Enhancing self-directed learning: Integrating the Rationality Index of Plant Use and scientific principles in pre-service Chemistry teachers’ training

Motlhale Judicial Sebatana, Eunice Pretorius , Washington T Dudu , Josef de Beer
Epilogue

Charlene du Toit-Brits, Jean Henry Blignaut, Elize Vos

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Series

NWU Self-Directed Learning Series

Print ISSN

2707-1537

Details about this monograph

ISBN-13 (15)

978-1-77995-325-4