Self-directed learning for the 21st century: implications for higher education

Description

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. Chapter 1 Self-directed learning: A conceptual overview Chapter 2 The impact of cooperative learning on self-directed learning Chapter 3 Moving to deeper self-directed learning as an essential competency for the 21st century Chapter 4 The importance of context for self-directed learning Chapter 5 In pursuit of accomplished teacher development through praxis in a South African distance learning programme Chapter 6 Towards a multiliteracies framework in support of self-directed learning through open educational resources Chapter 7 A systematic review of research on the use of technology-supported cooperative learning to enhance self-directed learning Chapter 8 A teaching–learning framework for adaptive instruction using cooperative learning and Socratic questioning to promote self-directed learning: A systematic literature review Chapter 9 Developing self-directed learning skills of geography student teachers through online problem-based learning designs Chapter 10 Constructive congruencies in self-directed learning and entrepreneurship education Chapter 11 Participative assessment practices and its contribution to the development of self-directed learning skills