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Self-Directed Learner

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ISBN: 9781138448094 Year: Pages: 257 Language: English
Publisher: Taylor & Francis
Subject: Medicine (General)
Added to DOAB on : 2020-07-24 23:58:44
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Self-directed learning is a buzz term that has been used within educational circles for some time now. An educator wants their students to fulfill their potential and work to the maximum of their abilities. As with younger students, the challenge with teaching adults is to encourage discipline and focus in studying and to develop a motivation for learning as opposed to simply seeking the answers. This book captures the frustrations involved in this pursuit and provides strategy and solutions for both educator and student alike. Using the three pillar model, the foundation for life-long, self-directed learning is clearly outlined and encouraged through a focus on skills, motivation and self-belief.

Keywords

Developing --- Directed --- Directedness --- Learner --- Model --- Pillar

Professionalisierung in Lernberatungsgesprächen

Authors: ---
Book Series: Beiträge der Schweizer Bildungsforschung ISBN: 9783866495043 9783866494862 Year: Pages: 355 DOI: 10.3224/86649486 Language: German
Publisher: Verlag Barbara Budrich
Subject: Education
Added to DOAB on : 2019-03-22 11:21:08
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In the process of professionalising teachers, not only knowledge and skills on a more fundamental level but also understanding and one's own positions on teaching and learning develop. Learning and professionalisation processes were examined in the empirical studies in this volume during the beginning of the studies to become a primary teacher within the framework of a self-learning architecture in which web-based learning activities are interwoven with individual subject-related learning counselling interviews. In the learning counselling interviews, individual discussions between lecturers and students about teaching and learning in the subject didactics of mathematics and music, art pedagogy and educational science can be observed. The studies on the development of professional convictions also look at the interactions in the pedagogical form of action of the learning counselling interview and proceed with the methodological approach of an analysis of discursive practices. Further studies examine transformations of the professional habitus, intervention practices in the conversations, the emotional dimension of learning and the temporal challenges in self-learning architectures.

Self-Directed Learning for the 21st Century

Authors: --- --- --- --- et al.
Book Series: NWU Self-directed Learning Series ISBN: 9781928396888 Year: Pages: 470 DOI: 10.4102/aosis.2019.BK134 Language: English
Publisher: AOSIS
Subject: Education
Added to DOAB on : 2020-05-13 04:45:38
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This book is devoted to scholarship in the field of self-directed learning in the 21st century, with specific reference to higher education. The target audience of the book includes scholars in the field of self-directed learning and higher education. The book contributes to the discourse on the quality of education in the 21st century and adds to the body of scholarship in terms of self-directed learning, and specifically its role in higher education. Although all the chapters in the book directly address self-directed learning, the different foci and viewpoints raised make the book a rich knowledge bank of work on self-directed learning.

Adaptive Hot Cognition: How Emotion Drives Information Processing and Cognition Steers Affective Processing

Authors: ---
Book Series: Frontiers Research Topics ISSN: 16648714 ISBN: 9782889451654 Year: Pages: 172 DOI: 10.3389/978-2-88945-165-4 Language: English
Publisher: Frontiers Media SA
Subject: Psychology --- Science (General)
Added to DOAB on : 2017-08-28 14:01:09
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Influential theories have argued that affective processing is fundamentally different from cognitive processing. Others have suggested that theoretical boundaries between affective and cognitive processing are artificial and inherently problematic. Over recent years, different positions on these issues have fueled many empirical studies investigating the mechanisms underlying cognitive and affective processing. Where and on what basis should we draw the line between cognition and emotion? Are there fundamental distinctions to be made between the way emotion influences cognition and cognition influences emotion? How does the reciprocal interaction between emotion and cognition lead to adaptive behavior? This Research Topic explores the nature of the reciprocal interaction between emotion and cognition from a functional perspective.

Less and Non-invasive Hemodynamic Monitoring Techniques

Authors: ---
Book Series: Frontiers Research Topics ISSN: 16648714 ISBN: 9782889456857 Year: Pages: 66 DOI: 10.3389/978-2-88945-685-7 Language: English
Publisher: Frontiers Media SA
Subject: Medicine (General)
Added to DOAB on : 2019-01-23 14:53:43
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In the perioperative setting and in intensive care medicine, early and effective hemodynamic management including fluid therapy and administration of vasoactive drugs to maintain vital organ perfusion and oxygen delivery is mandatory. Understanding the different approaches in the management of critically ill patients during the resuscitation and further management is essential to initiate adequate context- and time-specific interventions. Optimization of hemodynamic variables to achieve a balance between organ oxygen delivery and consumption is a cornerstone. In general, cardiac output (i.e., the blood flow) is considered a major determinant of oxygen supply and thus its monitoring is regarded helpful. However, indicators of oxygen requirements are equally necessary to assess adequacy of oxygen supply. Currently, more and more less or even totally non-invasive monitoring systems have been developed and clinically introduced, but they require validation in particular clinical settings. Cardiac output monitors and surrogates of organ oxygenation only enable to adequately guide management, as patient’s outcome is determined by acquisition and interpretation of accurate measurements, and finally, suitable management decisions.This Research Topic focuses on the currently available techniques, especially the less and non-invasive ones, in the field of hemodynamic monitoring in the perioperative setting and in critically ill patients while summarizing their advantages and limitations.

Autonomie und Struktur in Selbstlernarchitekturen

Authors: ---
Book Series: Beiträge der Schweizer Bildungsforschung ISBN: 9783863882877 9783940755063 Year: Pages: 330 DOI: 10.3224/94075506 Language: German
Publisher: Verlag Barbara Budrich
Subject: Education
Added to DOAB on : 2019-03-22 11:21:08
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The authors examine the form and dynamics of self-learning processes within the institutional contexts of professionalization in teacher education.

Raising the Impact of Education Research in Africa

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ISBN: 9781928396802 Year: Pages: 442 DOI: 10.4102/aosis.2018.BK53 Language: English
Publisher: AOSIS
Subject: Education
Added to DOAB on : 2019-04-05 11:21:03
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The low demonstrable effect of education research done in South Africa in particular – and Africa in general – continues to be a problem in scientific records in the educational sciences. This scholarly collected work addresses this obstacle and focuses on recommendations from scholars in different sectorial categories in the field of education. Scholars from a variety of sub-fields within the educational sciences reflect on this particular matter, revisiting the history of research and research outcomes and offering informed recommendations based on in-depth investigation and analysis of aspects of the various discourses within the relevant sub-fields. The scope of the content of this collected work centres on the issue of the lack of scientific records concerning the scientific raising of the impact of education research. The book aims at making a specific contribution to the educational sciences by stimulating scholarly discussion around how to increase the recording of the significance of educational research done in Africa, and in South Africa in particular, and to redirect the research agenda into the direction of making more impact. Impact is conceptualised to mean both scholarly impact (that is being cited and being used as foundation for theory building and for further research) and practical impact (that is improvement of practice, teaching and learning in education institutions at all levels).

The decolonisation of the curriculum project

Authors: --- --- --- --- et al.
Book Series: NWU Self-Directed Learning Series ISBN: 9781928523185 Year: Pages: 446 DOI: 10.4102/aosis.2019.BK133 Language: English
Publisher: AOSIS
Subject: Education
Added to DOAB on : 2020-05-13 04:45:51
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This book is the result of a longitudinal research project (2016–2018) 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 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 in 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 border-crossing 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.

Teaching Crowds: Learning and Social Media

Authors: ---
Book Series: Issues in Distance Education ISSN: 19194390 ISBN: 9781927356807 9781927356814 9781927356821 9781771990004 Year: Pages: 370 DOI: 10.15215/aupress/9781927356807.01 Language: English
Publisher: Athabasca University Press
Subject: Education
Added to DOAB on : 2016-08-09 22:22:37
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Within the rapidly expanding field of educational technology, learners and educators must confront a seemingly overwhelming selection of tools designed to deliver and facilitate both online and blended learning. Many of these tools assume that learning is configured and delivered in closed contexts, through learning management systems (LMS). However, while traditional "classroom" learning is by no means obsolete, networked learning is in the ascendant. A foundational method in online and blended education, as well as the most common means of informal and self-directed learning, networked learning is rapidly becoming the dominant mode of teaching as well as learning.

In Teaching Crowds, Dron and Anderson introduce a new model for understanding and exploiting the pedagogical potential of Web-based technologies, one that rests on connections — on networks and collectives — rather than on separations. Recognizing that online learning both demands and affords new models of teaching and learning, the authors show how learners can engage with social media platforms to create an unbounded field of emergent connections. These connections empower learners, allowing them to draw from one another’s expertise to formulate and fulfill their own educational goals. In an increasingly networked world, developing such skills will, they argue, better prepare students to become self-directed, lifelong learners.

Self-directed learning research: An imperative for transforming the educational landscape

Authors: ---
ISBN: 9781928396017 Year: Pages: 332 DOI: 10.4102/aosis.sdlr.2016.03 Language: English
Publisher: AOSIS Grant: North-West University
Subject: Education
Added to DOAB on : 2017-03-10 11:03:27
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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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