This book is devoted to scholarship in the field of self-directed learning in the 21st century, with specific reference to higher education. The target audience of the book includes scholars in the field of self-directed learning and higher education. The book contributes to the discourse on the quality of education in the 21st century and adds to the body of scholarship in terms of self-directed learning, and specifically its role in higher education.
Author(s): Elsa Mentz (editor); Roxanne Bailey (editor); Josef De Beer (editor)
Series: NWU Self-directed learning series
Edition: 1
Publisher: AOSIS
Year: 2019
Language: English
City: Cape Town
Tags: self-directed learning
Chapter 1 Self-directed learning: A conceptual overview
Chapter 2 The impact of cooperative learning on self-directed learning
Chapter 3 Moving to deeper self-directed learning as an essential competency for the 21st century
Chapter 4 The importance of context for self-directed learning
Chapter 5 In pursuit of accomplished teacher development through praxis in a South African distance learning programme
Chapter 6 Towards a multiliteracies framework in support of self-directed learning through open educational resources
Chapter 7 A systematic review of research on the use of technology-supported cooperative learning to enhance self-directed learning
Chapter 8 A teaching–learning framework for adaptive instruction using cooperative learning and Socratic questioning to promote self-directed learning: A systematic literature review
Chapter 9 Developing self-directed learning skills of geography student teachers through online problem-based learning designs
Chapter 10 Constructive congruencies in self-directed learning and entrepreneurship education
Chapter 11 Participative assessment practices and its contribution to the development of self-directed learning skills
