Self-Directed Learning for the 21st century: Implications for higher education is an open-access book published by AOSIS.

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.

Copyright (c) 2019 Elsa Mentz, Josef de Beer, Roxanne Bailey (Volume editors)

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 chapters in the book directly address self-directed learning (SDL), different foci and viewpoints are raised which allow the book to form a rich knowledge resource on self-directed learning. It presents a conceptual overview of SDL, that is, the approach to education where students take responsibility for their own learning process. The book discusses the most influential models for the implementation of SDL, fostering critical thinking and the creative competency to transfer knowledge from a known situation to a new. Multiple outcomes resulting from cooperative learning that increase the effectiveness of self-directed learning are also discussed.

The Person-Process Context model for SDL is used as framework to explore the important role of context in SDL, and indigenous knowledge is suggested as a tool with which to contextualize a Western science curriculum for diverse learners. Through the use of Open Education Resources, self-directed learning can be supported. This can be done by including multiliteracies. The body of scholarship on technology-supported cooperative learning to enhance SDL indicates that facilitators need to be present in space to guide students by means of comments and prompts. The technology chosen to support cooperative learning should incorporate the five elements. In the book, applied competence regarding teacher understanding, practice, motivation and a shared professional vision is grounded in reflective learning. Socratic questioning and adaptive learning in various settings are explored. The book reflects on teaching and learning where cooperative learning and Socratic questioning were employed to promote SDL. The book illustrates the correlation between the online learning design and self-directedness in learning. This book explains how problem-based learning as an online teaching and learning strategy can successfully be applied to foster self-directed learning skills. Entrepreneurship education is crucial in empowering learners with knowledge and skills they need to overcome the high levels of poverty and youth unemployment experienced in South Africa. SDL enables teachers to effectively plan and implement learning as a life skill. Finally, the importance to reconceptualise pedagogy and assessment as an integrated dialogic process and to promote the development of SDL skills – vital for the 21st century – is emphasised.

Prof. Elsa Mentz, Research Focus Area Self-Directed Learning, Faculty of Education,
North-West University, South Africa.

Prof. Josef de Beer, School of Mathematics, Science and Technology Education,
Research Focus Area Self-Directed Learning, Faculty of Education,
North-West University, South Africa.

Dr Roxanne Bailey, School of Mathematics, Science and Technology Education,
Research Focus Area Self-Directed Learning, Faculty of Education,
North-West University, South Africa.