Self-directed multimodal learning in higher education is an open-access book published by AOSIS.

This book aims to provide an overview of theoretical and practical considerations in terms of self-directed multimodal learning within the university context. Multimodal learning is approached in terms of the levels of multimodality and specifically blended learning and the mixing of modes of delivery (contact and distance education). As such, this publication will provide a unique snapshot of multimodal practices within higher education through a self-directed learning epistemological lens. The book covers issues such as what self-directed multimodal learning entails, mapping of specific publications regarding blended learning, blended learning in mathematics, geography, natural science and computer literacy, comparative experiences in distance education as well as situated and culturally appropriate learning in multimodal contexts.

This book provides a unique focus on multimodality in terms of learning and delivery within the context of self-directed learning. Therefore, the publication would not only advance the scholarship of blended and open distance learning in South Africa, but also the contribute to enriching the discourse regarding self-direction. From this book readers will get an impression of the latest trends in literature in terms of multimodal self-directed learning in South Africa as well as unique empirical work being done in this regard.

Copyright © 2020 Jacobus Alwyn Krüger Olivier (Volume editor)

Our knowledge of self-directed learning is sketchy at best, with much of the research in the 20th Century focusing on teacher-centred, behaviourist
educational methods, and socio-constructivism in educational technology only really emerging in the mid-nineties. Learner-centred education is a very recent phenomenon, with much of the emphasis of learner-centred methodologies still focusing on the instructor having to put the learner in the centre – effectively still making it instructor-led. This book is thus providing ground-breaking work in providing two systematic literature reviews that provide a theoretical framework for the study of self-directed learning. It also provides six examples of empirical research into self-directed multimodal learning that not only provide good practical
insights, but also serve as examples of innovative methodologies that may be used in further studies. The first comprises two case studies of distance and face-to-face education in a multimodal learning environment.

On this follows a study of social presence, supported by Google Docs and then a piece on the role of culture and the importance of training in multiculturalism in learning design. Then comes a discussion of journaling and critical reflection, while chapter nine extends the reach to problem-based learning. The final chapter considers self-directed learning and digital literacy – a field that requires self-directed learning as the technology changes all the time, requiring lifelong self-directed learning. In conclusion this book provides a useful overview of the theories, technologies and practices of facilitating multimodal self-directed learning in a blended higher-education context.

Prof. Johannes Cronje, Faculty of Informatics and Design,
Cape Peninsula University of Technology,
Cape Town, South Africa