Self-directed multimodal learning in higher education / / edited by Jako Olivier

• Pubblicazione: Cape Town, South Africa : , : AOSIS, , [2020]; ©2020
• Descrizione fisica: 1 online resource (xxxv, 432 pages) : illustrations
• Disciplina: 371.33
• Soggetto topico: Blended learning; Education - Study and teaching (higher)
• Persona (resp. second.): OlivierJ. A. K <1979-> (Jacobus Alwyn Kruger)
• Nota di bibliografia: Includes bibliographical references (pages 381-425) and index.
• Nota di contenuto: Chapter 1 Self-directed multimodal learning within a context of transformative open education / Jako Olivier -- Chapter 2 The affordances of the Community of Inquiry framework for self-directed blended learning in South African research / Chantelle Bosch, Dorothy Laubscher, Jako Olivier -- Chapter 3 Adaptive learning technology to enhance self-directed learning / Donnavan Kruger -- Chapter 4 A systematic literature review to probe design guidelines for a self-directed blended learning environment / Dorothy Laubscher, Chantelle Bosch -- Chapter 5 Diffractive pathways in self-directed multimodal learning: experiences from Botswana and South Africa / Mmabaledi Seeletso, Jako Olivier -- Chapter 6 Implementing cooperative learning elements in Google Docs to optimise the online social presence in a self-directed environment / Christo van der Westhuizen, Elsa Mentz -- Chapter 7 Situated and culturally appropriate self-directed multimodal learning / Jako Olivier -- Chapter 8 Scaffolding teachers' critical reflection in a South African distance learning programme through a design-based study / Corné Kruger -- Chapter 9 Optimising the Community of Inquiry principles of online self-directed learning environments / Christo van der Westhuizen -- Chapter 10 Blending and cooperating in the computer literacy classroom: An opportunity to develop self-directed learning skills / Roxanne Bailey, Elsie Lubbe.
• Sommario/riassunto: "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." --
• Titolo autorizzato: Self-directed multimodal learning in higher education
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910476952603321
• Lo trovi qui: Univ. Federico II
• Serie: NWU self-directed learning series ; ; Volume 5.