Unleashing the Power of Self-Directed Learning: Criteria for Structuring Self-Directed Learning within the Learning Environments of Higher Education Institutions

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH

Africa Education Review Pub Date : 2020-03-03 DOI:10.1080/18146627.2018.1494507

C. du Toit-Brits

引用次数: 21

Abstract

Abstract Self-directed learning (SDL) has been recognised as an imperative skill for students. To meet the demands in today's educational atmosphere, SDL is indispensable. Numerous higher education institutions (HEIs) have made SDL a part of the curriculum. The main persistence of education for students must be to cultivate the skills of inquiry, and more decisively, to continue obtaining new knowledge effortlessly and skilfully for the rest of their lives. It is no longer practical to outline the persistence of education as conveying what is known; thus, it is imperative for students to continuously scale new heights of knowledge effortlessly and competently. Continuous SDL has been acknowledged as a vital ability for students. This theoretical article deals specifically with criteria on how SDL can be structured within the learning environments of HEIs in order to cultivate and empower students as continuous self-directed students.

查看原文本刊更多论文

释放自主学习的力量：高校学习环境中构建自主学习的标准

摘要自主学习（SDL）已被公认为学生必备的技能。为了满足当今教育氛围中的需求，SDL是必不可少的。许多高等教育机构已经将SDL作为课程的一部分。对学生进行教育的主要坚持必须是培养探究的技能，更果断的是，在他们的余生中继续毫不费力地、熟练地获得新知识。把教育的持久性概括为传达已知的东西已经不再现实；因此，学生必须毫不费力地、胜任地不断攀登知识的新高度。持续SDL已被公认为学生的一项重要能力。这篇理论文章专门讨论了如何在高等学校的学习环境中构建SDL的标准，以培养和增强学生作为持续自我指导的学生的能力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.