Self-directed multimodal learning in higher education
By: edited by Jako Olivier
Series: NWU Self-Directed Learning Series Volume 5
Publisher: AOSIS
Published: 2020
Place of publication: Cape Town, South Africa
Language: eng
Format: Hardcover
Number of pages: 432
ISBN-13: 9781928523420
Copyright date: 2020
First sentence: This book combines educational research from different disciplines and contexts with the common feature that all of them share aspects of multimodality and specifically self-directed multimodal learning.
Description: 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.
Notes: Downloadable from: https://books.aosis.co.za/index.php/ob/catalog/book/210
Table of contents: title: Chapter 1: Self-directed multimodal learning within a context of transformative open education (Jako Olivier); title: 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); title: Chapter 3: Adaptive learning technology to enhance self-directed learning (Donnavan Kruger); title: Chapter 4: A systematic literature review to probe design guidelines for a self-directed blended learning environment (Dorothy Laubscher, Chantelle Bosch); title: Chapter 5: Diffractive pathways in self-directed multimodal learning: experiences from Botswana and South Africa (Mmabaledi Seeletso, Jako Olivier); title: 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); title: Chapter 7: Situated and culturally appropriate self-directed multimodal learning (Jako Olivier); title: Chapter 8: Scaffolding teachers’ critical reflection in a South African distance learning programme through a design-based study (Corné Kruger); title: Chapter 9: Optimising the Community of Inquiry principles of online self-directed learning environments (Christo van der Westhuizen); title: Chapter 10: Blending and cooperating in the computer literacy classroom: An opportunity to develop self-directed learning skills (Roxanne Bailey, Elsie Lubbe)