Towards a transformative and holistic continuing self-directed learning theory

This article encompasses the theoretical motivation for a proposed self-directed learning (SDL) theory by means of a literature review of SDL and the presentation of the anticipated theory/model.    Over the previous decades, SDL has been an active area of inquiry in adult education and learning. There were several efforts to construct models/theories for helping elucidate the notion and foundations of SDL. Models are fluid because of subsequent research and enhanced understanding and in principle, a model should develop over time grounded on ongoing research.  Therefore, for this paper‘s purpose the author will present another conceptual model and description/definition of SDL to bring to the fore the intricacy of SDL, based on my enhanced understanding.  This model proposes yet another understanding of SDL. Key words for index purposes: control, learning, learners, learning environment, teachers, self-directed learning, self-directedness.

Exploring the importance of a sense of belonging for a sense of ownership in learning

In construction and supporting learners’ sense of belonging in a learning environment, teachers have proposed stimulating learners’ desire to learn. This article will present the results of a literature review on belonging to support the authors’ viewpoint that it is needed to foster a sense of belonging and accentuate school belonging in learning programs, practices, and research. This article explores how a sense of belonging prepares and support learners to take ownership of learning to promote self-directed learning (SDL) in learning communities. It argues for the need to locate the need for belonging in learning communities and define the essence of success for taking ownership of learning. Furthermore, the article will show how a sense of belonging is an essential human necessity and that nurturing a sense of belonging can be seen as imperative, irrespective of learners who do not have a deep understanding of non-belonging. However, for learners to effectively be part of a learning community, a nuanced approach to belonging should be followed to provide learners with a sense of belongingness for taking ownership of learning and how to support learners who do not feel like they belong (fit in) or feel left out. Nevertheless, this article will also attempt to show that, although there might be learners who experience deep senses of non-belonging, they learn, but they manage to excel, it still remains essential to fulfil the need to belong in educational contexts. In terms of the latter, this article proposes that belonging is one of the first things teachers ought to attend because when learners do not feel like they belong, they can find it challenging to have a sense of ownership. Hence, the article aims (a) to review the theoretical literature on a sense of belonging, emphasising its essential features. Then, in light of the essential features recognised, the author proposes (b) general and practical recommendations for educational stakeholders wanting to build and support learners’ sense of belonging at school as well as towards how teachers can cultivate a sense of belonging in learning communities to support learners who do not feel like they belong (fit in) or feel left out

Embedding motivation in the self-directedness of first-year teacher students

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Self-Directed Learning

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

Self-Directed Learning

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

The 1.28 GHz MeerKAT DEEP2 Image

We present the confusion-limited 1.28 GHz MeerKAT DEEP2 image covering one qb » ¢ 68 FWHM primarybeam area with θ = 7 6 FWHM resolution and s = m - n 0.55 0.01 Jy beam 1 rms noise. Its J2000 center position α = 04h 13m 26 4, δ = −80° 00′ 00″ was selected to minimize artifacts caused by bright sources. We introduce the new 64-element MeerKAT array and describe commissioning observations to measure the primary-beam attenuation pattern, estimate telescope pointing errors, and pinpoint (u, v) coordinate errors caused by offsets in frequency or time. We constructed a 1.4 GHz differential source count by combining a power-law count fit to the DEEP2 confusion P(D) distribution from 0.25 to 10 μJy with counts of individual DEEP2 sources between 10 μJy and 2.5 mJy. Most sources fainter than S ∼ 100 μJy are distant star-forming galaxies (SFGs) obeying the far-IR/ radio correlation, and sources stronger than 0.25 μJy account for ∼93% of the radio background produced by SFGs. For the first time, the DEEP2 source count has reached the depth needed to reveal the majority of the star formation history of the universe. A pure luminosity evolution of the 1.4 GHz local luminosity function consistent with the Madau & Dickinson model for the evolution of SFGs based on UV and infrared data underpredicts our 1.4 GHz source count in the range -5 log Jy 4 [ ( )] S

Inflation of 430-parsec bipolar radio bubbles in the Galactic Centre by an energetic event

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