ملخص
Self-directed learning is an essential skill to be acquired for the promotion of life-long learning. In this study, a socioconstructivist learning environment was designed for an Instructional Design and Development module to facilitate self-directed learning within a higher education setting. The course supported a student-centred and self-directed approach, integrating technological, pedagogical and content knowledge. Findings from interviews, online document analysis and observation provided evidence that self-directed learning was empowered through learning tasks that support constructivist collaboration in both physical and virtual learning spaces. The participants inquired new skills, knowledge and attitude through self-directed learning in a blended learning environment. Web technology platforms such as Moodle online discussion forums, Google Docs and Wikispaces empowered self-directed learning among the adult participants. The processes and conditions that facilitate self-directed learning are discussed in this paper.
اللغة الأصلية | English |
---|---|
الصفحات (من إلى) | 1913-1917 |
عدد الصفحات | 5 |
دورية | Procedia - Social and Behavioral Sciences |
مستوى الصوت | 9 |
المعرِّفات الرقمية للأشياء | |
حالة النشر | Published - 2010 |
منشور خارجيًا | نعم |
الحدث | 1st World Conference on Learning, Teaching and Administration, WCLTA-2010 - Cairo, Egypt المدة: أكتوبر ٢٩ ٢٠١٠ → أكتوبر ٣١ ٢٠١٠ |
ASJC Scopus subject areas
- ???subjectarea.asjc.3300.3300???
- ???subjectarea.asjc.3200.3200???