Self-directed learning research and its impact on educational practice
Title:
Self-directed learning research and its impact on educational practice
Author:
Mentz, Elsa, 1959- editor.
ISBN:
9781928523444
9781928523451
Physical Description:
1 online resource (xli, 420 pages) : illustrations
Series:
NWU Self-directed learning series, volume 3
NWU self-directed learning series ; v. 3.
Contents:
Defining research focus in self-directed learning: an autoethnographic reflection / Evaluating undergraduate students' self-directed learning experiences during research-based learning / Implementing guidelines for deeper self-directed learning in computer applications technology education: implications for lifelong learning / Lessons learnt in establishing a teaching presence in a cooperative blended learning environment: facilitators' perspectives / Puzzle video games and the benefits for critical thinking: developing skills and dispositions towards self-directed learning / Teachers' position regarding their curriculum as praxis: a self-directed learning capability perspective / A cultural-historical activity theory gaze at teacher professional development to enhance self-directed learning and its transfer to the classroom / Facilitator experiences on implementing technology-supported cooperative learning professional development / A contextual consideration of parental involvement in homework to develop self-regulated learning
Abstract:
This scholarly book is the third volume in an NWU book series on self-directed learning and is devoted to self-directed learning research and its impact on educational practice. The importance of self-directed learning for learners in the 21st century to equip themselves with the necessary skills to take responsibility for their own learning for life cannot be over emphasised. The target audience does not only consist of scholars in the field of self-directed learning in Higher Education and the Schooling sector but includes all scholars in the field of teaching and learning in all education and training sectors. The book contributes to the discourse on creating dispositions towards self-directed learning among all learners and adds to the latest body of scholarship in terms of self-directed learning. Although from different perspectives, all chapters in the book are closely linked together around self-directed learning as a central theme, following on the work done in Volume 1 of this series (Self-Directed Learning for the 21st Century: Implications for Higher Education) to form a rich knowledge bank of work on self-directed learning
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