Pre-service teacher students’ expectations of self-directed learning in an undergraduate blendedlearning course

Toit, Adri Du; Pool, Jessica

doi:10.4102/aosis.2016.sdlr14.08

Cited by 3 publications

(4 citation statements)

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“…Research indicates that facilitators play multiple roles during the PBL learning process (Anazifa & Djukri, 2017;Beagon et al, 2019;Adamuthe & Mane, 2020;McQuade et al, 2020). Some of the roles that PBL facilitators play include, but are not limited to, guiding and supporting students in formulating the learning issues (Al-Drees et al, 2015;Du Toit, 2015), laying down the rules, setting out boundaries, defining assessment (Raath & Golightly, 2017), and designing and planning the PBL activities (Du Toit, 2015;Gao et al, 2018). Therefore, for PBL to be effectively implemented, facilitators must wear different hats relative to each PBL stage while considering the purpose of the PBL learning activity.…”

Section: Discussionmentioning

confidence: 99%

Problem-based learning for shifting and TVET Electrical Engineering lecturers’ practices: A scoping review

Mulaudzi,

Teis,

Seleke

2023

JOVACET

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Problem-solving capacity is continuously gathering prominence in the Engineering education programmes of most institutions of higher learning. Embracing problem-based learning is necessary for Electrical Engineering lecturers in technical and vocational education and training (TVET) so as to shift from teacher-centred to student-centred teaching approaches which engage students in the learning process. Despite this, research on the use of problembased learning in TVET contexts by Electrical Engineering lecturers is limited. In this study, we conducted a scoping review to identify those key components which are necessary for the effective implementation of problem-based learning in a TVET Electrical Engineering programme. Our findings indicated that the problem, the facilitator and the students are the three components noted as essential constituents that are vital to the effective implementation of a problem-based learning strategy in TVET Electrical Engineering programmes. Our findings stress that, in addition to the three components, the type and nature of the problem, including the philosophy of the subject or the programme, need to be considered before inculcating problem-solving capabilities in TVET Electrical Engineering lecturers.

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Section: Discussionmentioning

confidence: 99%

Problem-based learning for shifting and TVET Electrical Engineering lecturers’ practices: A scoping review

Mulaudzi,

Teis,

Seleke

2023

JOVACET

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“…Students actively construct and become deeply involved in their learning (Chi, 2021). Some prominent active teaching-learning strategies embedded in social constructivism include PBL (Golightly, 2018), hPBL (Ahmad et al, 2015) and project-based learning (Du Toit, 2015). Problembased learning is an active, constructivist teaching-learning strategy and is the preferred one for Technology education in the South African curriculum (Department of Basic Education, 2011;Du Toit, 2022).…”

Section: Active Learningmentioning

confidence: 99%

“…However, studies also reported that some students viewed PBL negatively, based on the belief that PBL increased their workload (Golightly & Muniz, 2013). When students first encounter PBL, they require additional guidance and need to be given a clear scope of work (Du Toit, 2015). Therefore, proper planning of PBL to support the intended learning of both skills and the subject content knowledge is needed (Du Toit, 2022).…”

Section: Students' Perceptions Of Pbl and Hybrid Pblmentioning

confidence: 99%

Hybrid problem-based learning in Technology teacher preparation: Giving students a voice in their learning process

Mulaudzi¹,

Toit²,

Golightly³

2023

J. educ. (Univ. KwaZulu-natal)

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Technology education instils technological literacy in South African learners, preparing them for life and employment. Yet, few high school-level Technology1 teachers are being trained and ensuring that Technology student teachers are optimally prepared, is vital. Learning strategies such as problem-based learning need to be implemented to provide students with opportunities to have their voices heard as well as being actively involved in their education. Hybrid problem-based learning has been successfully implemented in geography and life sciences teacher education, but its use in Technology teacher preparation has not been reported. Therefore, we conducted a concurrent triangulation research study at a South African university offering Technology teacher preparation. In the study, we explored how teacher students experienced and perceived hPBL as a teaching-learning strategy and how this gave them a voice in their teacher training. The study, therefore, substantiated hPBL as a beneficial teaching-learning strategy that can give Technology student teachers a voice and actively involve them in their construction of learning.

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“…The benefits of digital technologies in supporting SDL are evident from literature (Bullock 2013:117;Du Toit & Pool 2016;Fleming, Artis & Hawes 2014;Kim et al 2014;Nikitenko 2009;Tredoux 2012). In addition, the implications of SDL for machine learning have also been investigated (Gureckis & Markant 2012).…”

Section: Self-directed Learningmentioning

confidence: 99%

The affordances of indigenous knowledge in Mathematics Education

Walt¹,

Potgieter²,

Jagals³

2019

NWU Self-Directed Learning Series

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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 two-step peer review 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. Research JustificationThis book is the result of a longitudinal research project (2016)(2017)(2018) funded by the National Research Foundation and the Fuchs Foundation, and it disseminates original research. The project researched the affordances of indigenous knowledge in the school Science, Technology and Mathematics curricula. Short learning programmes (SLPs) were offered to Science, Technology, Engineering and Mathematics (STEM) teachers, during which they engaged in creative and inquiry-based teaching and learning strategies. Research shows that strategies such as problem-based and cooperative learning have the potential to enhance self-directed learning. This design-based research was conducted in several provinces in South Africa (North-West Province, the Northern Cape, Limpopo province, and Gauteng). Based on the data obtained after each intervention, design principles were formulated for redesigning of SLPs. The qualitative research focussed on teachers' lived experiences of the epistemological bordercrossing between Natural Science and indigenous knowledge, their views on the nature of science and indigenous knowledge, and the reformed teaching and learning that took place after the intervention in teachers' classrooms. Most of the chapters in the book report empirical data, with the exception of three chapters (Ch. 2, Ch. 10 and Ch. 11), that can be categorised as systematic reviews. The book is devoted to scholarship in the field of STEM education and teacher professional development, with a specific focus on research into the enhancement of self-directed learning. The target audience are scholars working in the fields of indigenous knowledge systems, STEM education, teacher professional development and self-directed learning. This book makes a unique contribution in terms of, firstly, its extensive use of third-generation Cultural-Historical Activity Theory (CHAT) as a research lens and, secondly, in drawing on research from the fields of neuroscience, science education philosophy, self-directed learning and indigenous knowledge systems, in arguing for such border-crossing. Chapter 1 shows how this research contributes to the development of fourthgeneration CHAT, which, owing to the complexity of the object (which Engeström refers to as 'runaway objects'), requires a focus on numerous activity systems. The book also explores the conundrum of rese...

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Pre-service teacher students’ expectations of self-directed learning in an undergraduate blendedlearning course

Cited by 3 publications

References 0 publications

Problem-based learning for shifting and TVET Electrical Engineering lecturers’ practices: A scoping review

Problem-based learning for shifting and TVET Electrical Engineering lecturers’ practices: A scoping review

Hybrid problem-based learning in Technology teacher preparation: Giving students a voice in their learning process

The affordances of indigenous knowledge in Mathematics Education

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