This scholarly book is the third volume in an NWU book series on self-directed learning and is devoted to self-directed learning research and its impact on educational practice. The importance of self-directed learning for learners in the 21st century to equip themselves with the necessary skills to take responsibility for their own learning for life cannot be over emphasised. The target audience does not only consist of scholars in the field of self-directed learning in Higher Education and the Schooling sector but includes all scholars in the field of teaching and learning in all education and training sectors. The book contributes to the discourse on creating dispositions towards self-directed learning among all learners and adds to the latest body of scholarship in terms of self-directed learning. Although from different perspectives, all chapters in the book are closely linked together around self-directed learning as a central theme, following on the work done in Volume 1 of this series (Self-Directed Learning for the 21st Century: Implications for Higher Education) to form a rich knowledge bank of work on self-directed learning.
This scholarly book is the third volume in an NWU book series on self-directed learning and is devoted to self-directed learning research and its impact on educational practice.
Hughes, B. & Cotterell, M., 2009, Software project management, 5th edn., McGraw-Hill, Boston, MA. Johnson, D.W. & Johnson, F.P., 2013, Joining together: Group theory and group skills, 11th edn., Pearson, Boston, MA.
It is further recommended that learners should be exposed to a variety of learning conditions that include a variety of problems and solutions, to be practised in random order (Halpern & Hakel 2003; Van Merriënboer et al ...
"This book fills the gap between theory-laden academic books designed to help academic faculty incorporate self-directed learning activities into their courses and the self-help books designed to help motivate individuals to learn new ...
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.
Students taking control of their own learning is an upcoming trend in education. With the novelty of this method, there is still room for further improvements to be made on the application of this strategy.
Self-directed Learning: Emerging Theory & Practice
Knowles (1975) describes several reasons for advocating this development of “self-directed” skill. These include the following: (a) individuals who take initiative in learning are more likely to retain what is learned than the passive ...
Making the case: Mindfulness- and acceptancebased interventions in higher education. In J. Block-Lerner & L. Cardaciotto (Eds.), The mindfulness-informed educator (pp. 3–21). New York, NY: Routledge. Bresciani Ludvik, M.J., Evrard, ...
Moving Toward Self-directed Learning: Highlights of Relevant Research and of Promising Practices