The influence of a metacognitive approach to cooperative pair problem-solving on self-direction in learning

Preparing students for self-directed learning has become an obligation of 21st century educational institutions. This study focused on developing students’ metacognitive awareness during cooperative pair problem-solving, with the aim of enhancing their levels of self-directed learning. The research involved a class of 33 second-year computer applications technology education students in a semester module. Quantitative data related to the students’ levels of self-directed learning and metacognitive awareness were gathered in a pre-test using Williamson’s self-rating scale of self-directed learning and an adapted version of Schraw and Dennison’s metacognitive awareness inventory, respectively. During the semester, the students implemented a set of metacognitive self-questions when doing cooperative pair problem-solving tasks. At the end of the semester, the same two questionnaires were used in a post-test. The results showed that students’ metacognitive knowledge and metacognitive control had increased, with both statistical and practical significance, especially with respect to procedural knowledge, planning and monitoring. The results further showed that the self-directed learning of students who initially scored moderate or low levels of self-directed learning had increased, with both statistical and practical significance in most areas of self-directed learning. Seven randomly-selected participants were then individually interviewed to collect qualitative data about their experiences and views of using the metacognitive self-questions during problem-solving in cooperative pairs, and how this influenced their self-directedness in learning. The results for the qualitative data correspond with what was found with the quantitative data. Based on these findings, we conclude that the use of the metacognitive self-questions during cooperative pair problem-solving positively influenced the students’ levels of self-directed learning

Blended learning environments to foster self-directed learning

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

Blended learning environments to foster self-directed learning

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 learning research and its impact on educational practice

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

Supporting information technology teachers through programming professional development: a South African case study

Currently, there are many challenges of preparing and supporting secondary school Information Technology (IT) teachers. In addition to increasing the number of IT teachers, there is a need of supporting those teachers to grow and to retain them as committed, quality teachers. This paper focuses on ways of supporting IT teachers through an intervention programme that supports and enriches teachers specifically in an area that poses most difficulties – programming. A case study of six teachers was used to explore the programme of intervention and determine the viability for future expansion to include more teachers in this form of professional development. Results indicate that teachers gained confidence in teaching programming and were willing to continue with the strategies in the future.http://www.krepublishers.com/02-Journals/JC/JC-00-0-000-000-2010-Web/JC-00-0-000-000-2010-1-Cover.ht

The diverse educational needs and challenges of Information Technology teachers in two black rural schools

This article reflects on the first phase of a research project aimed at the empowerment of Information Technology (IT) teachers in black rural schools in the North-West province of South Africa. In order to empower these IT teachers, the first phase aimed at understanding their unique challenges and needs. Qualitative research methodology was used to determine the IT teachers’ experiences of teaching a difficult subject such as IT in black rural schools. We report on the unique needs and challenges that these teachers experience. Results indicate that mutual challenges exist with regard to Internet access, lack of technical support and learners not having computers at home. Challenges with regard to electricity supply, shortage of textbooks and insufficient software also occur in some instances. We conclude with some recommendations on how the unique needs and challenges of these schools could be addressed in order to empower the teachers in their desire to facilitate success among IT learners

Self-directed learning research and its impact on educational practice

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