Self-Directed Learning: An imperative for education in a complex society

Front Cover
Contents
Abbreviations, Boxes, Figures and Tables Appearing in the Text and Notes
Notes on Contributors
Foreword
Preface
Chapter 1 The promotion of self-directed learning through the African philosophy of Ubuntu
Abstract
Introduction
Problem statement
Self-directed learning as context and background
The importance of context in self-directed learning
The African context
The African view of the communal self
The notion of the African philosophy of Ubuntu
The rich knowledge base existing in African communities
Self-directed learning research in Africa
The connection between the principles of Ubuntu and self-directed learning characteristics
Wrapping up: The importance of Ubuntu for the promotion of self-directed learning
Conclusion
Acknowledgement
Chapter 2 The influence of the learning environment on promoting self-directed learning
Abstract
Introduction
Problem statement
Educators’ skills and role
Collaborative learning to enhance self-directed learning
Engagement through communication and interaction
Support
Theoretical and conceptual framework
Self-directed learning
Adopting self-direction in learning
The contribution of the learning environment to the promotion of self-directed learning
Elements of the learning environment that contribute to the promotion of self-directed learning
Embracing a self-directed learning culture
Capability to address students’ needs
Creating a feeling of security
A sense of belonging
Active instructional procedures and learning resources
Conclusion
Chapter 3 Diluted self-directed multimodal learning guidelines: Probing online study advice in the context of panic pedagogy
Abstract
Introduction
Problem statement
Literature review
Reductionism and online advice
Multimodal learning
Self-directed learning
Methodology
Research design and paradigm
Sampling
Data collection
Data analysis
Research ethics
Results
Accessibility
No and low-tech approach
Structure and planning
Resources and reuse
Promoting active learning
Establishing and maintaining a social presence
Different formats as well as modes of interaction and instruction
Emotional and affective issues
Student agency and flexibility
Assessment
Students with challenges or special needs
The role of the teacher
Discussion
Limitations
Cogitation
Conclusion
Chapter 4 Exploring microworlds as supporting environments for self-directed multimodal learning
Abstract
Introduction
Problem statement and research questions
Constructionism
Microworlds
Microworlds as multimodal learning environments
Design features of microworlds
Methodology
Research paradigm and design
Sampling and data collection
Data analysis
Self-directed multimodal learning
From self-directed learning to self-directed multimodal learning
Multimodality and multimodal learning
Microworlds as enabling environments for self-directed learning
Results
Rubric for the evaluation of a self-directed learning-enabling environment
Matching the readiness of learners
Progress from teacher to learner direction
Support the acquisition of subject matter knowledge
Multimodal aspects of learning with microworlds
GeoGebra
NetLogo
Scratch
Turtle Blocks
Microworlds as multimodal texts for self-directed multimodal learning
Findings and recommendations
Self-directed learning and microworlds
Multimodal learning and microworlds
Problem-solving and microworlds
Collaboration and microworlds
Resources and microworlds
Limitations
Recommendations for future studies
Conclusion
Chapter 5 Identifying adaptive prompts to facilitate metacognitive regulation during online learning
Abstract
Introduction
Theoretical basics
Self-directed learning in online learning
Metacognition in online learning
Adaptive prompting as a metacognitive design perspective
Personal and adaptive learning systems
Methodology
Formulating the problem
Data collection and data evaluation
Analyses of the data
Presentation of results
Prompts for planning
Prompts for monitoring
Prompts for evaluating
Prompts for self-directed learning
Discussion
The condition of adaptive prompting
Conclusion
Chapter 6 Knowledge surveys: Supporting students along pathways to self-directed learning with self-assessment
Abstract
Introduction
Promotion of learning and self-directed learning with improved self-assessment
Knowledge surveys
Methodology
Participants
Instruments
Design
Demographic information
Analysis procedure
Results
Objective measures of science literacy
Self-assessed science literacy and metrics of expertise
Self-assessed science literacy and socioeconomic variables
Discussion
Insights from distributions of self-assessment errors
Self-assessments by historically underrepresented groups in STEM
Unjustified underconfidence and overconfidence
Promoting self-directed learning with knowledge surveys and self-assessment
Self-assessment measures and instruments
Knowledge surveys and typologies of self-assessment
Limitations
Conclusion
Chapter 7 Self-directed learning: A sine qua non in in-service teacher education
Abstract
Introduction
Problem statement: Recurrent trepidations in South African science education amid COVID-19
Teacher professional development
Winds of change in teacher professional development programmes
Self-directed learning as the nuts and bolts of teacher professional development
Methodology and research question
Developing a five-domain (dimension) profile of implementation
Mapping teachers’ progress on the five-dimension (domain) heuristic
Data, data analysis and findings
Personal profile of Teacher A
Pre-intervention data: Teacher A
Classroom interaction
Analysis of lesson plan, in terms of classroom interaction
Teacher A’s views on practical (laboratory) work, inquiry learning and the nature of science
Teacher A’s views of the nature of science
Teacher A’s views on science and society
Teacher A’s view on the nature of indigenous knowledge
Teacher A’s views on assessment/assessment practices
Teacher A’s self-directed learning
Teacher A’s holistic well-being
Post-intervention data – Teacher A
Classroom interaction and the pedagogical orientation of Teacher A after the intervention
Teacher A’s views on practical (laboratory) work, inquiry learning and the nature of science after the intervention
Teacher A’s views on science and society after the intervention
Teacher’s views on assessment practices: Reformed teaching observation protocol and lesson plan
Teacher A’s self-directed learning
Professional development needs
Synthesis: Using the revised Rogan and Grayson’s heuristic to assess teacher professional growth and plotting learning/development during a longitudinal and systemic teacher development programme
Second stage data analysis: Using cultural-historical activity theory to investigate the themes
Evidence of self-directed learning, yet no agency to transform teaching practices
Tensions in the activity system that prevent transformed teaching practices
Conclusion
Chapter 8 Exploring collaboration as a 21st-century skill to enhance self-directed learning while teaching particulate nature of matter through problem-based learning
Abstract
Introduction
Problem statement
Research questions
Theoretical framework and literature review
Theoretical framework
Problem-based learning and self-directed learning
Collaboration as a 21st-century skill and self-directed learning
Traits of beginner physical sciences teachers and particulate nature of matter
Teacher professional development
Methodology
Purpose of the research
Research design
Data collection instrument
Teacher professional development programme
Site selection, sampling technique and sample
Data analysis
Results and discussion
Pre-teacher professional development results and interpretations
How does a beginner physical sciences teacher’s problem-based learning implementation enhance the development of collaboration as a 21st-century skill in learners for self-directed learning while teaching Particulate Nature of Matter?
What are the beginner physical sciences teacher’s challenges, if any, when implementing problem-based learning to enhance the development of collaboration as a 21st-century skill in learners for self-directed learning while teaching Particulate Nature
Conclusion
Chapter 9 Assessing pre-service mathematics teachers’ problem-solving proficiency using multiple-solution tasks: An imperative for self-directed learning
Abstract
Introduction
Problem statement
Theoretical and conceptual framework
What are multiple-solution tasks in mathematics?
Solution spaces in multiple-solution tasks
Why produce multiple solutions to mathematical problems?
Some dangers of employing multiple-solution tasks in mathematics teaching and learning
Why focus on geometry?
Teacher knowledge
Conclusion: Conceptualising multiple-solution tasks in self-directed learning
Empirical investigation
Research design
The module
Participants
The intervention
Methods of data collection
Instruments
Quantitative data: The self-rating scale for self-directed learning
Qualitative data: The multiple-solution task questions
Qualitative data: Semi-structured interviews
Ethical issues
Methods of data analysis
Results
Quantitative results from the self-rating scale for self-directed learning
Qualitative analysis: Pre-service student teachers’ self-directed learning-related experiences
Pre-service student teachers’ experiences of computing multiple solutions to geometry problems
Discussion
Self-directed learning-related experiences of engaging with multiple-solution tasks
Teacher competency in solving geometry problems
Limitations and recommendations
Conclusion
Chapter 10 Being, becoming and belonging: The ethnosemantic structure of folk arithmetic of street vendors as self-directed learners
Abstract
Introduction
Literature review
Problem statement
Solving arithmetic problems embedded in situations
Approaches to self-directed problem-solving
Proportionality problems in street vending
Methodology
Population and sample
Methods
Procedure
Data analysis
Results
Type of heuristics employed
Multiplicative heuristics
Unit-driven heuristic
Combination of heuristics
Counting-up
Repeated grouping
Problem-solving behaviour when solving computation exercises
Random handling of numerals
Difficulty in specifying multiples of 10
Idiosyncratic interpretation of operation symbols
Discussion
Conclusion
References
Index