Developing Self Direction In Computer Conferencing
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Blended learning environments to foster self-directed learning
| Author | : Christo van der Westhuizen |
| Publisher | : AOSIS |
| Total Pages | : 344 |
| Release | : 2023-03-31 |
| Genre | : Education |
| ISBN | : 1776342410 |
This book on blended learning environments to foster self-directed learning highlights the focus on research conducted in several teaching and learning contexts where blended learning had been implemented and focused on the fostering of self-directed learning. Several authors have contributed to the book, and each chapter provides a unique perspective on blended learning and self-directed learning research. From each chapter, it becomes evident that coherence on the topics mentioned is established. One of the main aspects drawn in this book, and addressed by several authors in the book, is the use of the Community of Inquiry (CoI) framework when implementing teaching and learning strategies in blended learning environments to foster self-directed learning. This notion of focusing on the CoI framework is particularly evident in both theoretical and empirical dissemination presented in this book. What makes this book unique is the fact that researchers and peers in varied fields would benefit from the findings presented by each chapter, albeit theoretical, methodological or empirical in nature – this, in turn, provides opportunities for future research endeavours to further the narrative of how blended learning environments can be used to foster self-directed learning.
Self-directed multimodal learning in higher education
| Author | : Jako Olivier |
| Publisher | : AOSIS |
| Total Pages | : 470 |
| Release | : 2020-12-31 |
| Genre | : Education |
| ISBN | : 1928523412 |
This book aims to provide an overview of theoretical and practical considerations in terms of self-directed multimodal learning within the university context. Multimodal learning is approached in terms of the levels of multimodality and specifically blended learning and the mixing of modes of delivery (contact and distance education). As such, this publication will provide a unique snapshot of multimodal practices within higher education through a self-directed learning epistemological lens. The book covers issues such as what self-directed multimodal learning entails, mapping of specific publications regarding blended learning, blended learning in mathematics, geography, natural science and computer literacy, comparative experiences in distance education as well as situated and culturally appropriate learning in multimodal contexts. This book provides a unique focus on multimodality in terms of learning and delivery within the context of self-directed learning. Therefore, the publication would not only advance the scholarship of blended and open distance learning in South Africa, but also the contribute to enriching the discourse regarding self-direction. From this book readers will get an impression of the latest trends in literature in terms of multimodal self-directed learning in South Africa as well as unique empirical work being done in this regard.
Self-Directed Learning for the 21st Century: Implications for Higher Education
| Author | : Elsa Mentz |
| Publisher | : AOSIS |
| Total Pages | : 263 |
| Release | : 2019-12-12 |
| Genre | : Education |
| ISBN | : 1928396879 |
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. Although all the chapters in the book directly address self-directed learning, the different foci and viewpoints raised make the book a rich knowledge bank of work on self-directed learning.
Investigating the Impact of Information Communication Technology on Self-directed Professional Development of Teachers
| Author | : Emmanuel Mushayikwa |
| Publisher | : Universal-Publishers |
| Total Pages | : 428 |
| Release | : 2011-03-02 |
| Genre | : |
| ISBN | : 1599423928 |
The aim of this research was to investigate the perceived impact of ICT on Zimbabwean A-level science and mathematics teachers' self-directed professional development. The study was based on a questionnaire survey of 254 teachers throughout the country. Supplementary data came from 54 interviews. Some observations of teachers using ICT in teacher-centres, e-mail correspondence, and field reports also contributed to the database of the study. An analysis framework was developed through the use of grounded theory on the interview transcripts. The framework yielded 9 themes relating to the teachers' use of ICT for their professional development. These were: (1) perceived professional identity; (2) career development; (3) Managing the ICT environment; (4) theoretical and content knowledge; (5) practical knowledge and skills; (6) adaptation; (7) professional networking and; (8-9) perceived benefits to teachers and students. Chaos (complexity) theory was used to identify the major attractors (goals) for teachers' self-directed professional development using ICT. Two attractors were identified. These were personal professional development and classroom practice. However, an over-riding factor common to both attractors was identified as self-efficacy. The study identified the over-arching driver for self-directed professional development as the teacher's need to improve their self-efficacy. A two dimensional model of self-directed professional development was suggested. The systemic element of the model focused on the self-correcting impact of ICT use on professional development, whilst the personal element focused on self-efficacy as the central stratum for self-directed professional development. The study concluded by acknowledging the potent role that ICT is playing in the self-directed continuing professional development of teachers in Zimbabwe, and recommended, among other things, the inclusion of A-level teachers in the development of localised online materials resources for their subjects. This will help to enhance relevance of the materials to the Zimbabwean context
Computer Supported Education
| Author | : H. Chad Lane |
| Publisher | : Springer Nature |
| Total Pages | : 513 |
| Release | : 2021-10-08 |
| Genre | : Education |
| ISBN | : 3030864391 |
This book constitutes selected, revised and extended papers from the 12th International Conference on Computer Supported Education, CSEDU 2020, held as a virtual event in May 2020. The 25 revised full papers were carefully reviewed and selected from 190 submissions. The presented papers contribute to the understanding of relevant trends of current research on Computer Supported Education, including learning analytics, intelligent tutoring systems, virtual and augmented reality, MOOCs, and automated assessment systems.
Distance Learning
| Author | : Michael Simonson |
| Publisher | : IAP |
| Total Pages | : 80 |
| Release | : 2016-11-01 |
| Genre | : Education |
| ISBN | : 1681238152 |
Distance Learning is for leaders, practitioners, and decision makers in the fields of distance learning, e'learning, telecommunications, and related areas. It is a professional journal with applicable information for those involved with providing instruction to all kinds of learners, of all ages, using telecommunications technologies of all types. Stories are written by practitioners for practitioners with the intent of providing usable information and ideas. Articles are accepted from authors??new and experienced??with interesting and important information about the effective practice of distance teaching and learning. Distance Learning is published quarterly. Each issue includes eight to ten articles and three to four columns, including the highly regarded "And Finally..." column covering recent important issues in the field and written by Distance Learning editor, Michael Simonson. Articles are written by practitioners from various countries and locations, nationally and internationally.
Developing Learning Environments
| Author | : Ora Kwo |
| Publisher | : Hong Kong University Press |
| Total Pages | : 367 |
| Release | : 2004-04-01 |
| Genre | : Education |
| ISBN | : 9622096905 |
This book addresses critical challenges for university renewal, and sketches critical issues in Hong Kong's higher education that have global implications. Contributors to the book were originally gathered for a conference funded by the University Grants Committee (UGC) of Hong Kong, and took as their starting point the work of the Carnegie Foundation on The Scholarship of Teaching and Learning. With the worldwide move towards public accountability, academics live in a climate of assessment and must constantly adapt to new pressures. This book presents a focus on leadership in learning, on the basis of which academics can reconcile pressures and paradoxes, transcend the system, and move on to a public domain where teaching and research can be integrated in scholarly discourse and practice. The shared professional insights, as articulated by the contributors to this book, will be most helpful to academics who are navigating through these turbulent waters. Emerging from the major thrusts of the selected papers are three thematic divisions: Critical and Creative Thinking, Motivation in Learning, and Collaboration in Teaching and Learning. The targeted readers include academics, administrators and policy-makers in higher education. The primary focus is on academics as teachers to whom the contributors can communicate authentically as frontline practitioners in an optimistic tone without being naive. Together, the chapters transcend local concerns, and contribute to a developing international discourse on the impact of scholarship of teaching on learning. Rather than advocating certain approaches from successful experiences, the book generates ideas for research into teaching, making transparent the dynamics of learning.
Implementing Computing Supported Cooperative Learning
| Author | : David McConnell |
| Publisher | : Routledge |
| Total Pages | : 272 |
| Release | : 2014-04-23 |
| Genre | : Education |
| ISBN | : 1135375348 |
This revised edition looks at how computers facilitate learning among groups of individuals. Taking account of the impact of the Internet and web-based learning, the text is aimed at those in the open and distance learning, education and training fields.
