Blending and cooperating in the computer literacy classroom: An opportunity to develop self-directed learning skills

Abstract

Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to a rigorous twostep peer review process prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript should be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations.

Self-Directed Learning Through Computer-Aided Mathematics Instruction: First-Year Teacher Education Experience

“…Furthermore, the student teachers had opportunities to reflect on what was learnt and used formative assessments whilst providing constructive feedback regarding the learning progress (De Beer & Gravett, 2016). These results also concurred with the study of (Makonye, 2016) (Jordaan & Havenga, 2020;Kruger, 2020) and (Bailey & Lubbe, 2020) where all concluded that the promotion of SDL in HEIs will enable the student teachers to solve mathematics problems actively and effectively.…”

“…Furthermore, (Jordaan & Havenga, 2020) report in the study "University-school initiative for a career in engineering: development of self-directed learning when solving mathematics problems", that learners develop self-directed learning skills when introduced to solving mathematics problems. In addition, the investigation of blending and cooperating in the computer literacy classroom: an opportunity to develop self-directed learning skills by (Bailey & Lubbe, 2020) reveals that educator enhances and equips pre-service teachers' SDL abilities in computer literacy by allowing them to assume responsibility with or without the assistance of other pre-service teachers.…”