Deeper Self-Directed Learning for the 21st Century and Beyond

2022 ◽  
pp. 50-77
Author(s):  
Sukie van Zyl ◽  
Elsa Mentz
Keyword(s):  
21St Century ◽  
Theoretical Basis ◽  
Social Constructivist ◽  
Constructivist Theory ◽  
Transfer Of Knowledge ◽  
Self Directed Learning ◽  
Knowledge And Skills ◽  
Directed Learning ◽  
Social Constructivist Theory

In this chapter, self-directed learning (SDL) and the competency to transfer knowledge between different contexts are positioned as essential competencies for the 21st century. Being able to transfer knowledge, especially between different contexts, has increasingly been indicated as essential competency for the 21st century. Transfer of knowledge and skills has however been neglected in SDL research. It is therefore argued that students should be deeper self-directed learners, who can take responsibility for their learning to obtain transferable competencies. Learners should be able to apply their knowledge and SDL skills to new and unknown situations in order to succeed in the 21st century and beyond. Social constructivist theory is suggested as theoretical basis for deeper self-directed learning (DSDL). In this chapter, the concept of DSDL will be defined, and various competencies associated with DSDL will be discussed. Finally, suggestions will be made to develop DSDL in education.

scholarly journals Metakognitiewe bewustheid, selfgerigtheid in leer en een leerprestasie van voornemende wiskundeonderwysers vir die intermediêre en senior fase

2014 ◽  
Vol 33 (1) ◽  
Author(s):  
Marthie S. Van der Walt
Keyword(s):  
Prospective Teachers ◽  
Rating Scale ◽  
Mathematics Learning ◽  
Correlation Coefficients ◽  
Metacognitive Awareness ◽  
Learning Performance ◽  
Self Directed Learning ◽  
Knowledge And Skills ◽  
Directed Learning ◽  
Metacognitive Awareness Inventory

There is a gap between the knowledge and skills taught at school and the knowledge and skills needed in the workplace and society. Metacognitive awareness and self-directedness in learning are concepts referred to in terms of the knowledge and skills needed for learning in the 21st century. The aim of this study was twofold: firstly, to investigate the levels of metacognitive awareness and self-directedness in the own mathematics learning of prospective intermediate and senior phase mathematics teachers (in their second or third year in a BEd programme) (N = 77); and secondly to explore the correlations between factors and subscales of metacognitive awareness, levels of self-directedness in their learning and a learning performance in a mathematics module. The data of the current study was collected by administering two questionnaires, namely the Metacognitive Awareness Inventory (MAI), developed by Schraw and Dennisson (1994) and the Self-rating Scale of Self-directed Learning (SRSSDL), developed by Williamson (2007). Both questionnaires were adapted for prospective teachers’ learning in mathematics and were available in Afrikaans, as well as English. The questionnaires served as guidelines to investigate the concepts ‘metacognitive awareness’ and ‘self-directedness in mathematics learning’. A third variable was a learning ‘performance in mathematics’ (module mark achieved by respondents in the previous semester). For purposes of data analysis, respondents’ scores, Cronbach α-coefficients, and Pearson r-correlation coefficients were calculated. High Cronbach α-coefficients were found. Results and the interpretation of statistical analyses confirmed the existence of correlations between subscales or dimensions of the two questionnaires.

Assessing Readiness for Self-Directed Learning among College Students in the Provision of Higher Learning Institution

2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Norshidah Nordin ◽  
Nurhazwani Abd Halim ◽  
Melissa Malik
Keyword(s):  
College Students ◽  
21St Century ◽  
Publishing House ◽  
Survey Method ◽  
Self Directed Learning ◽  
Significant Difference ◽  
Directed Learning ◽  
21St Century Learners ◽  
And Gender ◽  
Malaysian Students

Readiness for self-directed learning (SDRLS) is a necessary skill for 21st-century learners. Learners are expected to be responsible for their own learning. However, to what extend Malaysian students are ready to facilitate their own learning or are they still being spoon-fed?  This study was intended to assess SDLRS among college students. It utilized a survey method research design. There were 136 diploma students participated in this study. The finding revealed that respondents' levels of SDRLS were high. There was significant difference between SDRLS and gender but no significant differences between academic achievement and hometown. The discussion addresses implications to educators in designing instructional strategies© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: innovation, self-directed learning, readiness, 21st-century learners

Lifelong Learning in the 21st Century

2009 ◽  
pp. 367-379
Author(s):  
Kathleen P. King ◽  
Sharon R. Sanquist ◽  
Seamus King
Keyword(s):  
Lifelong Learning ◽  
Information Literacy ◽  
21St Century ◽  
College Preparation ◽  
Problem Based Learning ◽  
Approaches To Learning ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Literacy Collaborative ◽  
K 12

Learning in the 21st century no longer ends with K-12 and college preparation. Instead, for those adults who will succeed in negotiating the demands of the 21st century, it must continue across their lifetime. More than merely a focus on lifelong learning, however, this chapter illuminates the specific needs and skills of lifelong learning integrated with life and work in the 21st century. The discussion of modern skills includes scope, definitions, issues and trends, current and emerging practices, recommended strategies, and a glimpse of the future. The cornerstones of this discussion include approaches to learning such as lifelong learning, self-directed learning, 21st learning skills, information literacy, collaborative, situated, and problem based learning.

E-Social Constructivism and Collaborative E-Learning

2011 ◽  
pp. 280-294
Author(s):  
Janet Salmons
Keyword(s):  
Social Constructivism ◽  
Phenomenological Study ◽  
Social Constructivist ◽  
Constructivist Theory ◽  
Situational Analysis ◽  
Electronic Communications ◽  
Face To Face ◽  
E Learning ◽  
Social Constructivist Theory ◽  
Theoretical Foundations

Social constructivism is an established educational theory based on the principle that learners and teachers co-construct knowledge through social processes. This chapter proposes an updated theory, e-social constructivism, that takes into account the milieu of electronic communications in which e-learning occurs. Thinkers such as Dewey, Piaget, Vygotsky, and Bruner, who laid the theoretical foundations of social constructivism, wrote in a time when face-to-face interactions were the basis for instruction. The works of these writers are reviewed in this chapter. Together with the results of the author’s phenomenological study of collaborative e-learning, they form the basis of e-social constructivist theory. The author uses grounded theory and situational analysis to derive and support e-social constructivist theory. This chapter discusses the implication of that theory for research, teaching and instructional design.

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