LEADER 05572 am 22006853u 450 001 9910166648503321 005 20230621135339.0 010 $a9781928396024$b(ebook) 010 $a9781928396017$b(PDF ebook) 035 $a(CKB)3710000001092114 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/39346 035 $a(EXLCZ)993710000001092114 100 $a20170313d2016uuuu fy| 0 101 0 $aeng 135 $aurm|#---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aSelf-directed learning research $ean imperative for transforming the educational landscape /$fedited by Elsa Mentz, Izak Oosthuizen 210 $aDurbanville$cAOSIS$d2016 210 1$aCape Town, South Africa :$cAOSIS,$d2016. 215 $a1 online resource (xxxi, 298 pages) $cillustrations; digital, PDF file(s) 311 08$a1928396011 320 $aIncludes bibliographical references and index. 327 $a1. The feasibility of grafting self-directed learning theory onto the capability theory --2. The affordances of case-based teaching for self-directed learning: a case study with first-year student teachers --3. Students? accountability and responsibility in problem-based learning: enhancing self-directed learning --4. Student support through cooperative base groups and its contribution to the development of self-directed learning skills --5. A self-directed learning approach to large-group teaching: an evaluation --6. Geography student tutors? facilitative skills in a problem-based learning environment --7. The enactment of problem-based approaches in pre-service mathematics and the levels of performance of teacher students in problem projects --8. Pre-service teacher students? expectations of self-directed learning in an undergraduate blended-learning course --9. Academic writing supported by digital technologies and the INcwadi-Mkhaphi (book-guide) in isiZulu folk-poetry education --Appendix 1. 330 3 $aThis book will benefit specialists in the field of the education sciences. It represents significant progress in knowledge production. Self-directed learning has become increasingly important, not only for education in South Africa but also for education sciences in the international arena. This is a result of the changing education landscape, caused by the demands of the 21st century as well as the rapid change in knowledge production. Learners should be equipped with skills to take responsibility for their own learning. New innovative strategies should be incorporated into teaching and learning in order to meet the changing demands in education. Traditional teacher-centred practices are still the norm in most South African schools and higher-education institutions and do not adequately prepare students for lifelong learning in the 21st century. The content focuses on the theory behind self-directed learning, explores strategies such as cooperative learning, problem based learning, case-based teaching and large-group teaching that enhance self-directed learning and the use of blended learning in a self-directed learning environment. The book demonstrates how self-directed learning can be enhanced in mathematics, computer-science and life-science education and through the use of student tutors for geography. Digital technology could, for example, also be used in innovative ways for education in isiZulu folk poetry. The findings are based on original empirical research and a sound theoretical-conceptual framework. In an environment of rapidly changing knowledge production, this book responds to the challenge of how to equip learners with the necessary skills to take responsibility for their own learning. The book presents innovative teaching and learning strategies for meeting the changing demands in education. Group activities, the responsibilities of learners and the obstacles that hinder their learning are analysed, and the way in which educators can support them is discussed. Educational values such as mutual trust are discussed, and self-directed assessment is explored. This is a timely collective work authored by experts who subscribe to the approach of self-directed learning. Educators should discover new teaching and learning strategies and value the integration of self-directed learning in the classroom. 606 $aSelf-managed learning 606 $aBlended learning 606 $aCase-based reasoning 606 $aGroup work in education 606 $aTeachers$xTraining of 606 $aZulu (African people)$xEducation 606 $aEducation$zSouth Africa 610 $alarge-group teaching 610 $acooperative learning 610 $aproblem-based learning 610 $aacademic writing 610 $acase-based teaching 610 $ablended learning 610 $aself-directed learning 610 $aAutodidacticism 610 $aAutonomy 610 $aMathematics 610 $aSouth Africa 610 $aZulu language 615 0$aSelf-managed learning. 615 0$aBlended learning. 615 0$aCase-based reasoning. 615 0$aGroup work in education. 615 0$aTeachers$xTraining of. 615 0$aZulu (African people)$xEducation. 615 0$aEducation 676 $a374.0019 700 $aOosthuizen$b Izak$4auth$01361994 702 $aMentz$b Elsa$f1959- 702 $aOosthuizen$b I. J. 801 2$bUkMaJRU 912 $a9910166648503321 996 $aSelf-directed learning research$93386204 997 $aUNINA