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

472 Pages·2019·10.114 MB·English

by  Elsa Mentz (editor), Roxanne Bailey (editor), Josef De Beer (editor)

NWU Self-Directed Learning Series
Volume 1
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Edited by
Elsa Mentz, Josef de Beer & Roxanne Bailey
NWU Self-Directed Learning Series
Volume 1
Self-Directed
Learning
for the 21st
Century
Implications for
Higher Education
Published by AOSIS (Pty) Ltd, 15 Oxford Street, Durbanville 7550, Cape Town, South Africa
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Copyright © Elsa Mentz, Josef de Beer & Roxanne Bailey. Licensee: AOSIS (Pty) Ltd
The moral right of the author has been asserted.
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Published in 2019
Impression: 1
ISBN: 978-1-928396-86-4 (print)
ISBN: 978-1-928396-87-1 (ebook)
ISBN: 978-1-928396-88-8 (pdf)
DOI: https://doi.org/10.4102/aosis.2019.BK134
How to cite this work: Mentz, E., De Beer, J. & Bailey, R. (eds.), 2019, ‘Self-Directed Learning
for the 21st Century: Implications for Higher Education’, in NWU Self-Directed Learning
Series Volume 1, pp. i-436, AOSIS, Cape Town.
NWU Self-Directed Learning Series
ISSN: 2707-1537
Series Editor: Elsa Mentz
Printed and bound in South Africa.
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NWU Self-Directed Learning Series
Volume 1
Self-Directed
Learning
for the 21st
Century
Implications for
Higher Education
Editors
Elsa Mentz
Josef de Beer
Roxanne Bailey
Social Sciences, Humanities, Education & Business
Management Board domain editorial board at AOSIS
Commissioning Editor: Scholarly Books
Andries van Aarde, Post-Retirement Professor in the Dean’s Office, Faculty of Theology,
University of Pretoria, South Africa
Board Members
Jan Botha, Professor in the Centre for Research on Evaluation, Science and Technology,
Stellenbosch University, Stellenbosch, South Africa
Joan Hambidge, Deputy Dean at the Faculty of Humanities at the University of Cape Town
and Professor at the School of Languages and Literatures, Cape Town, South Africa
Sakari Häkkinen, Dean of the Diocese of Kuopio, Kuopio, Finland
Glenna Jackson, Associate Editor, Professor Chair, Department of Religion and Philosophy,
Otterbein University, Westerville, OH, United States of America
Gregory C. Jenkins, Dean-elect, St George’s College, Jerusalem, Israel
Reina-Marie Loader, Director and Filmmaker, CinémaHumain, Vienna, Austria
Babita Marthur-Helm, Senior Lecturer of Organisational Transformation & Development;
Managing Diversity Gender Empowerment, University of Stellenbosch Business School,
Stellenbosch, South Africa
Christopher Mbazira, Professor of Law and Coordinator of the Public Interest Law Clinic,
Makerere University, Kampala, Uganda
Piet Naudé, Professor, Ethics Related to Politics, Economics and Business, and Director,
University of Stellenbosch Business School, Stellenbosch, South Africa
Charles Neill, Professor, Department of Business Administration, The British University in
Egypt, El Sherouk, Cairo Governorate, Egypt
Cornelia Pop, Full Professor at the Department of Business, Faculty of Business,
Babes-Bolyai University, Cluj-Napoca, Romania
Michael Schratz, Professor, Institut für LehrerInnenbildung und Schulforschung, Dekan der
School of Education, Leopold-Franzens-Universität Innsbruck, Innsbruck, Austria
Johann Tempelhoff, Professor, Research Niche for Cultural Dynamics of Water (CuDyWat), School
of Basic Sciences, Vaal Triangle Campus of North-West University, Vanderbijlpark, South Africa
Anthony Turton, Professor, Centre for Environmental Management and Director of
TouchStone Resources, University of Free State, Bloemfontein, South Africa
Willie L. van der Merwe, Professor and Chair, Philosophy of Religion, Apologetics and
Encyclopaedia of Theology and Professor Extraordinary at Stellenbosch University,
South Africa; Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
Christi van der Westhuizen, Associate Professor, Department of Sociology, Faculty of
Humanities, University of Pretoria, Pretoria, South Africa
Joke van Saane, Professor, Amsterdam Center for the Study of Lived Religion, Vrije
Universiteit Amsterdam, Amsterdam, the Netherlands
Paul van Tongeren, Professor, Department of Philosophy, Radboud University, Nijmegen,
the Netherlands
Robert G. Varady, Deputy Director and Research Professor of Environmental Policy, Udall Center
for Studies in Public Policy, The University of Arizona, Tucson, AZ, United States of America
Anné H. Verhoef, Associate Editor, Professor, Faculty of Arts: School of Philosophy,
North-West University, Potchefstroom, South Africa
Xiao Yun Zheng, Professor and Assistant President of Yunnan Academy of Social Sciences
(YASS) and Director of International Center for Ecological Culture Studies (ICECS-YASS),
Yunnan Academy of Social Sciences, Kunming City, China
Peer review declaration
The publisher (AOSIS) endorses the South African ‘National Scholarly Book Publishers Forum Best
Practice for Peer Review of Scholarly Books’. The manuscript was subjected to a rigorous two-
step peer review process prior to publication, with the identities of the reviewers not revealed
to the author(s). The reviewers were independent of the publisher and/or authors in question.
The reviewers commented positively on the scholarly merits of the manuscript and recommended
that the manuscript should be published. Where the reviewers recommended revision and/or
improvements to the manuscript, the authors responded adequately to such recommendations.
Research Justification
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. Although all the chapters
in the book directly address self-directed learning, the different foci and
viewpoints raised make the book a rich knowledge bank of work on self-directed
learning. The content of this book (except for two chapters) was selected from
28 papers presented at the Second International Self-Directed Learning
Conference held in November 2018 in Potchefstroom. The call for papers resulted
in 39 papers being submitted, followed by a thorough double-blind peer review.
Two independent reviewers with expertise in the specific field were appointed
for evaluation of each paper to provide feedback. All the reviewers selected
were renowned national or international scholars in their field of expertise from
outside the higher education institution that organised the conference. The
review was intended for the assessment of scientific rigour and contribution of
each paper to the field of self-directed learning. We also (as volume editors) did
a Turn-it-in screening of all the papers to ensure that the similarity index for each
paper was within the acceptable norm, and that no plagiarism was evident. We
selected 28 papers for the conference, and the authors had to submit a change
log with their revised paper before final acceptance to present at the conference.
The best nine papers, based on, firstly, the reviewers’ feedback and, secondly, on
their unique contribution to the discourse or project, were selected to be
included in this book. Two additional papers were added to the nine chapters to
contribute to the full scope of scholarship addressed in this book. The 11 chapters,
although eclectic in approach, and based on both empirical research and
systematic reviews of literature, advance the scholarship of self-directed
learning. The authors of the selected chapters, who agreed to have their
contributions published in this book, had to revise, extend and adjust their
papers to be suitable as a chapter in an academic book. After submission of the
final chapters, the three editors of this book were responsible for reviewing the
content of each chapter and provided final feedback to each author to make
emendations where needed. We are confident that the 11 chapters in this book
will serve as a valuable contribution to the body of scholarship.
In accordance with the requirements of the Department of Higher Education
and Training, this book contains more than 50% of original content not published
before and no part of the book has been plagiarised.
Elsa Mentz, Research Focus Area Self-Directed Learning, Faculty of Education,
North-West University, Potchefstroom, South Africa
Josef de Beer, School of Mathematics, Science and Technology Education,
Research Focus Area Self-Directed Learning, Faculty of Education, North-West
University, Potchefstroom, South Africa
Roxanne Bailey, School of Mathematics, Science and Technology Education,
Research Focus Area Self-Directed Learning, Faculty of Education, North-West
University, Potchefstroom, South Africa

Contents
Abbreviations, Boxes, Figures and Tables Appearing
in the Text xvii
List of Abbreviations xvii
List of Figures xviii
List of Tables xx
Notes on Contributors xxiii
Foreword xxxi
Chapter 1: Self-directed learning: A conceptual overview 1
Chantelle Bosch, Elsa Mentz & Roelien Goede
Abstract 1
Introduction 2
Brief history of self-directed learning 3
Models for self-directed learning 6
Long’s self-directed learning instructional model (1989) 6
Candy’s self-directed learning model (1991) 7
Brockett and Hiemstra’s Personal Responsibility
Orientation model (1991) 10
Garrison’s model (1997) 12
Oswalt’s model (2003) 15
Synthesis of self-directed learning models 20
The self-directed student 21
The educator’s role in self-directed learning 24
Cooperative learning 25
Problem-based learning 26
Process-oriented learning 27
Grow’s model for the implementation of self-directed
learning 28
Borich’s model to implement self-directed learning in
the classroom 30
Guidelines on how to foster self-directed learning 31
vii
Contents
Matching the level of self-directed learning required to
student readiness 32
Progressing from educator to student direction of
learning over time 32
Supporting the acquisition of subject matter
knowledge and student self-direction together 33
Practising self-directed learning in the context of
learning tasks 34
Conclusion 35
Acknowledgements 36
Chapter 2: The impact of cooperative learning on
self-directed learning 37
David W. Johnson & Roger T. Johnson
Abstract 37
Introduction 39
Nature of self-directed learning 40
The nature of cooperative learning 44
Structure–Process–Outcome theory 44
Social Interdependence Theory 45
Definitions and history 45
What makes cooperation work 46
Types of cooperative learning 49
Outcomes of cooperation 52
Effort to achieve 52
Positive interpersonal relationships 53
Psychological health 54
Intrinsic motivation 55
Competence motivation 57
Personal causation theory 57
Developmental motivation 58
Continuing motivation 58
Commitment to and persevering in achieving goals 59
Creativity in achieving goals 60
viii
Contents
Learner control 61
Imposed goals transformed to personal goals 62
Simultaneous accomplishment of multiple goals 63
Benefits from helping others achieve their goals 64
The cooperative nature of self-directed learning 64
Conclusion 66
Acknowledgements 66
Chapter 3: Moving to deeper self-directed learning as an
essential competency for the 21st century 67
Sukie van Zyl & Elsa Mentz
Abstract 67
Introduction and problem statement 68
Method of investigation 70
Defining self-directed learning 70
Defining deeper learning 75
Domains of competencies for deeper learning and
self-directed learning 77
Knowledge transfer as a product of deeper learning 80
Factors influencing transfer 84
Conceptual and theoretical framework for deeper learning
and self-directed learning 88
Cognitive load theory 88
Long-term memory and working memory 89
Types of cognitive load 91
Intrinsic load 91
Extraneous load 91
Germane resources 92
Balancing the cognitive load 92
Social constructivist theory 94
Moving to deeper self-directed learning 97
Conclusion 102
Acknowledgements 102
ix