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oapen-20.500.12657-596792022-11-23T04:14:53Z Self-Directed Learning in the era of the COVID-19 pandemic Geldenhuys, Yolani Küng, Elize Conley, Lloyd White, Lounell Olivier, Jako Kunene, Nothile Abrijard Tivelele Havenga, Marietjie Du Toit, Adri Lubbe, Anitia Bunt, Byron J. Hay, Anette Conley, Lloyd Koraan, René Zazo, Getsia Crous, Ninette Lourens, Celia Reitsma, Gerda Koch, Rhea Heymans, Yolande Mokwatsi, Gontse Brits, Sanette Hanekom, Susanna M Smit, Elizabeth Ivy De Beer, Josef Petersen, Neal Mentz, Elsa Balfour, Robert J Covid-19; higher education institutions (HEIs) bic Book Industry Communication::J Society & social sciences::JN Education The COVID-19 pandemic severely impacted teaching and learning at higher education institutions (HEIs), and this book disseminates research findings on a series of cross-campus online initiatives of the North-West University (NWU) to ensure high-quality self-directed learning, whilst simultaneously attending to the need for inclusion and diversity in this challenging context. The golden thread running through the 13 chapters is how this HEI responded to the pandemic in a creative way through its investment in online virtual student excursions, based on problem-based, cooperative learning and gamification principles to support self-directed learning. Whereas virtual excursions usually refer to learning opportunities where ‘a museum, author, park or monument is brought to the student’ (Hehr 2014:1), the virtual excursion in our context is an activity system (Engeström 1987) where students’ learning is scaffolded across the zone of proximal development (Vygotsky 1978) and where their ‘social and pedagogical boundaries are stretched or expanded’ (De Beer & Henning 2011:204). Students engage as Homo ludens, the playing human (Huizinga 1955), in learning activities embedded in an ill-structured problem, and through reflective activities, they are encouraged to reflect on their own naïve understandings or biases. This ‘tension’, or in Veresov (2007) parlance, ‘dramatical collisions’, provides a fertile learning space for self-directed learning. 2022-11-22T09:19:43Z 2022-11-22T09:19:43Z 2022 book 9781776342303 9781776342310 https://library.oapen.org/handle/20.500.12657/59679 eng NWU Self-Directed Learning Series application/pdf Attribution-NonCommercial-NoDerivatives 4.0 International BK367-Web_PDF.pdf AOSIS 10.4102/aosis.2022.BK367 10.4102/aosis.2022.BK367 d7387d49-5f5c-4cd8-8640-ed0a752627b7 9781776342303 9781776342310 9 380 open access
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The COVID-19 pandemic severely impacted teaching and learning at higher
education institutions (HEIs), and this book disseminates research findings on
a series of cross-campus online initiatives of the North-West University (NWU)
to ensure high-quality self-directed learning, whilst simultaneously attending
to the need for inclusion and diversity in this challenging context. The golden
thread running through the 13 chapters is how this HEI responded to the
pandemic in a creative way through its investment in online virtual student
excursions, based on problem-based, cooperative learning and gamification
principles to support self-directed learning. Whereas virtual excursions usually
refer to learning opportunities where ‘a museum, author, park or monument is
brought to the student’ (Hehr 2014:1), the virtual excursion in our context is an
activity system (Engeström 1987) where students’ learning is scaffolded
across the zone of proximal development (Vygotsky 1978) and where their
‘social and pedagogical boundaries are stretched or expanded’ (De Beer &
Henning 2011:204). Students engage as Homo ludens, the playing human
(Huizinga 1955), in learning activities embedded in an ill-structured problem,
and through reflective activities, they are encouraged to reflect on their own
naïve understandings or biases. This ‘tension’, or in Veresov (2007) parlance,
‘dramatical collisions’, provides a fertile learning space for self-directed
learning.
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