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Read more about Self-directed multimodal learning in higher education

Self-directed multimodal learning in higher education

(1 review)

Jako Olivier, North-West University

Copyright Year: 2020

Publisher: AOSIS Publishing

Language: English

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Reviewed by Nicole Cerda, Assistant Professor, Berkshire Community College on 6/3/21

The textbook included a broad variety of studies which included qualitative and quantitative data on the topics presented. It presented a well-rounded, global context. read more

Table of Contents

  • Chapter 1
    Self-directed multimodal learning within a context of transformative open education
  • Chapter 2
    The affordances of the Community of Inquiry framework for self-directed blended learning in South African research
  • Chapter 3
    Adaptive learning technology to enhance self-directed learning
  • Chapter 4
    A systematic literature review to probe design guidelines for a self-directed blended learning environment
  • Chapter 5
    Diffractive pathways in self-directed multimodal learning: experiences from Botswana and South Africa
  • Chapter 6
    Implementing cooperative learning elements in Google Docs to optimise the online social presence in a self-directed environment
  • Chapter 7
    Situated and culturally appropriate self-directed multimodal learning
  • Chapter 8
    Scaffolding teachers’ critical reflection in a South African distance learning programme through a design-based study
  • Chapter 9
    Optimising the Community of Inquiry principles of online self-directed learning environments
  • Chapter 10
    Blending and cooperating in the computer literacy classroom: An opportunity to develop self-directed learning skills

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About the Book

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.

About the Contributors


Jako Olivier is the UNESCO Chair in Multimodal Learning and Open Educational Resources and a professor of Multimodal Learning in the Faculty of Education at NWU. He joined the NWU in 2010 as a lecturer in Afrikaans applied linguistics after which he moved to Afrikaans-language teacher education. In 2018, he was promoted as professor of Multimodal Learning. He is also a member of the NWU’s Research Unit Self-Directed Learning. His research interests include multimodal and BL, open educational resources (OERs), multiliteracies and SDL, eLearning in the language classroom, language planning and policy, as well as multilingualism in education. He currently holds a Y rating from the NRF and was awarded the Education Association of South Africa Emerging Researcher Medal in 2018.

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