"Our knowledge of self-directed learning is sketchy at best, with much of the research in the 20th Century focusing on teacher-centred, behaviourist educational methods, and socio-constructivism in educational technology only really emerging in the mid-nineties. Learner-centred education is a very recent phenomenon, with much of the emphasis of learner-centred methodologies still focusing on the instructor having to put the learner in the centre - effectively still making it instructor-led. This book is thus providing ground-breaking work in providing two systematic literature reviews that provide a theoretical framework for the study of self-directed learning. It also provides six examples of empirical research into self-directed multimodal learning that not only provide good practical insights, but also serve as examples of innovative methodologies that may be used in further studies. The first comprises two case studies of distance and face-to-face education in a multimodal learning environment. On this follows a study of social presence, supported by Google Docs and then a piece on the role of culture and the importance of training in multiculturalism in learning design. Then comes a discussion of journaling and critical reflection, while chapter nine extends the reach to problem-based learning. The final chapter considers self-directed learning and digital literacy - a field that requires self-directed learning as the technology changes all the time, requiring lifelong self-directed learning. In conclusion this book provides a useful overview of the theories, technologies and practices of facilitating multimodal self-directed learning in a blended higher-education context." -- Publisher's description.