Moontlikhede vir onderwysvoorsiening aan minderheidsgroepe in Suid-Afrika

Steyn, H.J.

doi:10.4102/koers.v63i1/2.521

Cited by 2 publications

(4 citation statements)

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“…We were also looking for a strategy, the efficiency and effectiveness of which had been assessed and published in respectable scholarly journals and which was accessible in the public domain. Such an instance was discovered in a case outlined and discussed by Steyn (2010), Steyn and Van der Walt (2014) and Wolhuter et al (2012). The following is an outline of that particular large-group teaching strategy as described in these three publications.…”

Section: Outline Of the Selected Large-group Teaching Strategymentioning

confidence: 90%

“…We, firstly, deduced from the exposition above that the teaching strategy for self-managed interactive learning (Steyn 2010) that formed the basis of the question concerning the large-group teaching strategy was intent upon addressing the learning needs of students in large classes at tertiary level.…”

Section: Does This Particular Large-group Teaching Strategy Give Expr...mentioning

confidence: 99%

“…In this case study, students were allowed to determine for themselves the extent to which they found the stated outcomes of the learning process (and the learning module) meaningful. They were also allowed to determine for themselves the manner in which they would go about reaching the outcomes (Steyn 2010). As stated in the criteria above, this enabled them to tread the fine line between what each individual student wished to achieve and what was expected of each of them in terms of complying with the requirements of a nationally recognised qualification.…”

Section: Does This Particular Large-group Teaching Strategy Give Expr...mentioning

confidence: 99%

“…Also in line with the principles of a self-directed learning cum capability approach (Long 2000:15), the large-group teaching strategy made use of integrated technology for the purpose of enabling the students to learn when and where they wished to (Steyn 2010). Technology was not employed merely for the sake of technology itself.…”

Section: Does This Particular Large-group Teaching Strategy Give Expr...mentioning

confidence: 99%

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Student support through cooperative base groups and its contribution to the development of selfdirected learning skills

Lubbe¹,

Mentz²,

Petersen³

2016

Self-Directed Learning Research: An Imperative for Transforming the Educational Landscape

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This book will benefit specialists in the field of the education sciences. It represents significant progress in knowledge production. Self-directed learning has become increasingly important, not only for education in South Africa but also for education sciences in the international arena. This is a result of the changing education landscape, caused by the demands of the 21st century as well as the rapid change in knowledge production. Learners should be equipped with skills to take responsibility for their own learning. New innovative strategies should be incorporated into teaching and learning in order to meet the changing demands in education. Traditional teacher-centred practices are still the norm in most South African schools and higher-education institutions and do not adequately prepare students for lifelong learning in the 21st century. The content focuses on the theory behind self-directed learning, explores strategies such as cooperative learning, problembased learning, case-based teaching and large-group teaching that enhance self-directed learning and the use of blended learning in a self-directed learning environment. The book demonstrates how self-directed learning can be enhanced in mathematics, computer-science and life-science education and through the use of student tutors for geography. Digital technology could, for example, also be used in innovative ways for education in isiZulu folk poetry. The findings are based on original empirical research and a sound theoretical-conceptual framework. In an environment of rapidly changing knowledge production, this book responds to the challenge of how to equip learners with the necessary skills to take responsibility for their own learning. The book presents innovative teaching and learning strategies for meeting the changing demands in education. Group activities, the responsibilities of learners and the obstacles that hinder their learning are analysed, and the way in which educators can support them is discussed. Educational values such as mutual trust are discussed, and self-directed assessment is explored. This is a timely collective work authored by experts who subscribe to the approach of self-directed learning. Educators should discover new teaching and learning strategies and value the integration of self-directed learning in the classroom.

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Section: Outline Of the Selected Large-group Teaching Strategymentioning

confidence: 90%

Section: Does This Particular Large-group Teaching Strategy Give Expr...mentioning

confidence: 99%

Section: Does This Particular Large-group Teaching Strategy Give Expr...mentioning

confidence: 99%

Section: Does This Particular Large-group Teaching Strategy Give Expr...mentioning

confidence: 99%

See 2 more Smart Citations