Conditions of Use
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
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.
All of the studies included in this text were published studies that were reviewed well for accuracy and presentation.
The book is relevant currently, but the data that was included was collected up until 2019 and there are likely significant updates that can be done given the recent pandemic. There has been a significant increase in distance learning, blended learning, and other hybrid techniques for providing education that involve the use of technology over the past 18 months and there is no information from this time period included in this text. While the content is still very valuable, it will likely be even more relevant and applicable when it is updated with more recent data.
Each study provided definitions for the acronyms and technical terminology that was used. Although it was somewhat redundant to read the same definitions in each individual study, I do recognize that each study can be used in a "stand-alone" capacity so it is necessary that the terms are defined within each section.
Since this is a collection of independent studies, there were some differences but this is to be expected since it was a synthesis of information rather than the work of just one author or collective group. There was still a considerable amount of consistency in language and terminology but the framework for each study/chapter differed due to differing methodologies used to collect and interpret data.
The book was very modular and each chapter could serve as a stand alone resource if the reader desired. Each study/chapter was well organized as well, providing clear headings for methodology, results, interpretation, etc. This was to be expected since each of the chapters was previously published prior to be being used in this text.
The organization was logical and clear. The text began with an introduction which summarized the contents and described the progression of information. The text ended with a conclusion chapter that once again summarized the contents, this time by particular chapter, and then sought to connect the studies to one another for the reader. There was a well formatted resources section, and a user friendly index included as well.
Many of the charts that were included were in landscape format while the rest of the text was portrait style. While I understand that this was done to fit the contents of large tables, it was somewhat irksome to have to individually rotate pages in order to read the contents. Otherwise the interface was user friendly and the navigation tabs were accurate and logical.
No grammar issues were noted. The text includes studies that were done in Africa and there are subtle differences in usage but this is not unexpected.
Excellent cultural relevance. The studies contained data that was collected across different ages groups, languages, ages, countries, and socioeconomic groups.
While I did find this text valuable and informative, the description did not make it clear that this was a collection of research publications all relating to the topic rather than the author's summarize perspective. I was under the impression that the author had used the research to present the information in their own terms rather than just place all in the studies into one book. I think the description could be altered to reflect the true contents of the text so that this can be better understood.
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
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.