Self-directed learning : an imperative for education in a complex society

This book on self-directed learning (SDL) is devoted to original academic scholarship within the field of education, and is the 6th volume in the North-West University (NWU) SDL book series. In this book the authors explore how self-directed learning can be considered an imperative for education in a complex modern society. Although each chapter represents independent research in the field of self-directed learning, the chapters form a coherent contribution concerning the scholarship of self-directed learning, and specifically the effect of environmental and praxis contexts on the enhancement of self-directed learning in a complex society. The publication as a whole provides diverse perspectives on the importance of self-directed learning in varied contexts. Scholars working in a wide range of fields are drawn together in this scholarly work to present a comprehensive dialogue regarding self-directed learning and how this concept functions in a complex and dynamic higher education context. This book presents a combination of theory and practice, which reflects selected conceptual dimensions of self-directed learning in society, as well as research-based findings pertaining to current topical issues relating to implementing self-directed learning in the modern world. The varied methodologies provide the reader with different and balanced perspectives, as well as varied and innovative ideas on how to conduct research in the field of self-directed learning. 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 Self-Directed Learning: An imperative for education in a complex society does a splendid jobof providing strong evidence for SDL as a way to prepare students with 21st-century skills,enabling them to be ready for the workforce where creativity, critical thinking, and problem-solving are paramount to success in creating innovations that will change the landscape of all societies. This book is an important one, as it provides diverse perspectives on SDL in multiple contexts. From street vendors' arithmetic skills to problem-based learning in chemistry, the book sets up for a healthy dialogue to ensure the regard of SDL and how it can occur inmultiple ways, places, and contexts. The book offers multiple chapters examining SDL. The most powerful chapter showcases the street knowledge of vendors and their ability to execute mathematical functions compared to those within formal schooling. The qualitative methods used for this chapter afforded the reader a vivid portrait of how mathematics can bean integral part of a person's life when placed within the context of everyday life. The examples of the street knowledge provided throughout this chapter are powerful and full of wisdom, and align with the mathematics standards released years ago, proposing teachers afford students the chance for multiple ways of problem solving instead of using one formulaic method. This chapter, in particular, will empower the re-examining of teaching practices away from the abstract and into the actual way students 'think' about doing math.Researching student thinking is a powerful way to examine all subject matter and needs to be emphasised more in educational literature. This book will be an invaluable addition to the literature on self-directed learning and the research practices that best showcase how to analyse and interpret this complex phenomenon