Technology-supported cooperative learning to enhance Self-Directed Learning |
Project leader: Prof Elsa Mentz Source of funding: NRF project (2018 - 2020) Objectives: The focus of this project will be on establishing effective technology-supported cooperative learning environments to enhance Self-Directed Learning. Education and engineering students from NWU and students from Unisa will participate in this project. Cultural-Historical Activity Theory (CHAT) combined with the social interdependence theory will be utilised as lens for this research within realism as philosophical paradigm. A qualitative and quantitative design-based approach will be followed to develop, implement and evaluate effective cooperative learning interventions, supported by technology to enhance Self-Directed Learning in a higher education learning environment. The expected outcome is to develop a framework for implementing technology-supported cooperative learning, conducive to the enhancement of Self-Directed Learning. This framework will include cooperative learning-embedded assessment, the impact of peer reflections as well as strategies for deeper learning. Furthermore, we will propose guidelines to evaluate the effectiveness of the integration of the five elements of cooperative learning in a technology-supported cooperative learning environment. With this project we ultimately aim to inform policy on higher education teaching and learning. |
Multimodal multiliteracies in support of self-directed learning |
Project leader: Prof Jako Olivier Source of funding: NRF project (2018 - 2020) Objectives: The objectives of this research project are to:
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Multimodal learning and Open Educational Resources (OER) |
Project leader Prof Jako Olivier Source of funding: Internal funds (SDL) Objectives: The aim of the project is to (1) build networks in Southern Africa around OER and multimodal learning, (2) build capacity at the NWU and in Southern Africa, (3) train lecturers in multimodal learning and the creation and use of OER as well as (4) doing and dissemination research on OER and multimodal learning. The project will also:
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Engaging pedagogies to address perennial issues in Science Education in South Africa |
Project leader Prof Marietjie Havenga Source of funding: NRF project (2017 - 2019) Objectives:
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The affordances of indigenous knowledge for Self-Directed Learning |
Project leader Prof Josef de Beer Source of funding: NRF project (2016 - 2018) Objectives: The objectives of this research project are to determine:
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STEM teachers learning from Indigenous Knowledge Systems practitioners |
Project leader Prof Josef de Beer Source of funding: NRF project (2016 - 2018) Objectives: The objectives of this research project are to determine:
How Cultural-Historical Activity Theory (CHAT) could best be used as a research lens in studying the incorporation of indigenous knowledge in the STEM classroom |
Teachers without Borders: Creating indigenous knowledge science labs in rural schools |
Project leader Prof Josef de Beer Source of funding: Fuchs Foundation (2016 - 2019) Objectives: The objectives of this research project are to determine:
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Fostering Aspects of Self-Directed Learning through Personalized and Adaptive Instruction Design in Online Learning Environments (SDL-PAID) |
Project leader Prof Christo van der Westhuizen Source of funding: Joint Research Project funding: Swiss Distance University of Applied Sciences (SDUAS) and NWU Objectives: The aim of this study is twofold. Firstly, to determine the aspects that foster SDL and domain-specific skills by personalised and adaptive instruction design in online learning environments (SDS-PAID), and secondly to propose a framework for designing on-demand domain-specific SDL online learning environments for personalised and adaptive learning experiences. A number of domain topics of Natural Sciences have been chosen to serve as examples. This study is also guided by the following three-pronged research question to determine:
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Conceptualizing SDL in South Africa: Praxis towards Sustainable Empowering Learning Environments |
Project leader Prof Charlene Du Toit-Brits Source of funding: SDL project Objectives: The overall objective is to conceptualize Self-Directed Learning within the unique South African context to improve ALL teaching environments that will result in effective SDL practices in South African schools. The potential of the acceptance and implementation of this proposed framework includes:
This framework could also be used as assistance to teachers to cultivate self-directed learners. Teachers also need to take learners’ environments into consideration when employing SDL in their classrooms. |
Geography teachers’ self-directed learning abilities, their involvement in self-directed professional development activities and the implementation of active teaching and learning strategies. |
Project leader Prof. A Golightly Source of funding: IREA funds Objectives:
Develop guidelines for the Department of Education and SACE to enhance and support geography teachers’ involvement in self-directed professional development activities to effectively implement active learning strategies in their classrooms. |
The effects of cooperative learning on solving authentic mathematics problems: A case for self-directed learning. |
Project leader Mr. Mahlaba Sfiso Cebolenkosi Source of funding: Self Directed Learning Funded Project Objectives:
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The effect of utilizing a historically themed trading card game on self-directed learning in a 3rd year BEd history module. |
Project leader Dr. Byron Bunt Source of funding: SoTL funding Objectives:
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Developing effective habits of mind for self-directed learning through a blended learning gamification strategy in a 4th year BEd module. |
Project leader Dr. Byron Bunt Source of funding: None Objectives:
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Establishing the merits of a school-wide community of practice project utilising teaching strategies for the development of self-directed learning. |
Project leader Dr Deon van Tonder Source of funding: Objectives:
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Self-directed induction programme for beginner teachers. |
Project leader Dr Deon van Tonder Source of funding: Objectives:
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Solving real-world problems in problem-based contexts to enhance mathematics students’ self-directed learning skills. |
Project leader Dr Tertia Jordaan Source of funding: SOTL fund Objectives:
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Cooperative learning in a socratic adaptive system to enhance Self-Directed Learning (CLASeS) |
Project leader Prof CP van der Westhuizen Source of funding: SoTL Team: Dr Roxanne Bailey, Dr Dorothy Laubscher, Prof Dr Per Bergamin, Mr Christof Imhof, CTL support Staff: Dr Gerhard Du Plessis, Kobus Le Roux, Rassie Louw, Liana Venter and Santie Pieterse Objectives:
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Towards self-directed multimodal learning of metaliteracy for open educational resource use and creation |
Project leader Prof J Olivier Source of funding: NRF (2021-2023) Team: Dr D Laubscher; Dr A Dhakulkar; Prof TE Jacobson; Prof JP Mackey
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Empowering science teachers in Gauteng Province to infuse indigenous knowledge in their teaching of curriculum themes, and enhancing self-directed learning |
Project leader Prof JJJ de Beer Team: Prof Elsa Mentz, Prof Neal Petersen, Mr Tswakae Sebotsa, Mr Nicholas Thambe Source of funding: NRF (2021-2023) Objectives:
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The affordances of change laboratories for sustainability of self-directed teacher professional development programmes |
Project leader Prof E Mentz Team: Prof Josef de Beer, Prof Kobus Mentz (CI), Prof Neal Petersen (CI), Mr Tswakae Sebotsa Source of funding: NRF Objectives:
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Self-directed learning for the realization of the significance of multiple solution tasks (MSTs) in South African preservice teachers` geometry problem solving |
Project leader SC Mahlaba Source of funding: None (June 2020 - Continuing) Objectives: This project aims to raise awareness to mathematics teachers, pre-service mathematics teachers and students about the significance of proficiency in solving mathematics problems in multiple ways as a skill for the 21st century. It aims to cultivate a culture of solving mathematics problems in multiple ways, especially geometry problems as they are a goldmine of multiple solution tasks and an area where most South African teachers and learners struggle the most. This will help teachers to boost their competency and proficiency in teaching Euclidean geometry and might have a positive impact on learners` performance in geometry related tasks.
This is a self-directed learning activity because the production of multiple solutions to mathematics problems is not a requirement in the South African mathematics curriculum but global research has shown that this activity can improve both teachers` and learners` problem solving abilities. the overall aim of this study is to explore the effects of MSTs in supporting South African teachers` geometry content knowledge, problem solving proficiency and their self-directed learning. |