Radical Solutions for Education in Africa: Open Education and Self-directed Learning in the Continent (Lecture Notes in Educational Technology)

✍ Scribed by Daniel Burgos (editor), Jako Olivier (editor)

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 300
• Category: Library

✦ Synopsis

This book explores the state of open education in terms of self-directed learning on the African continent. Through a combination of conceptual, systematic literature review and empirical chapters, readers will get a research-based impression of these aspects in this area. Apart from presenting existing wider trends regarding open education, this book also reports on effective open practices in support of self-directed learning.

✦ Table of Contents

Foreword
Preface
Contents
1 Online Access and Resources for Open Self-directed Learning in Africa
1.1 Introduction
1.2 African Context
1.3 Access and Resources for Open Self-directed Learning
1.3.1 Access and Resources for Open Education
1.3.2 Access and Resources for Self-directed Learning
1.4 Online Access in Africa
1.5 Educational Resources in Africa
1.6 Levels of Access to Resources
1.7 Discussion and Recommendations
1.8 Conclusion
References
2 Self-Directed Learning at School and in Higher Education in Africa
2.1 Introduction
2.2 Self-Directed Learning (SDL)
2.2.1 Background
2.2.2 Implementation of SDL
2.3 Research Design and Methodology
2.3.1 Data Collection and Inclusion Criteria
2.3.2 Data Analysis
2.4 Discussion
2.4.1 Geographical and Publication Date Spread
2.4.2 Disciplines
2.4.3 Thematic Focus and Aims
2.4.4 Methodology and Instruments
2.4.5 Main Trends from the Corpus
2.5 Findings
2.6 Conclusion
References
3 Fostering Students’ SRL in an Online Learning Environment
3.1 Introduction
3.2 Background
3.2.1 Online Learning in Sudan
3.2.2 SRL in Online Learning Environments
3.3 Experiment Design
3.3.1 Participants
3.3.2 Measurement Tools
3.3.3 System Description
3.3.4 Experiment Procedure
3.4 Results
3.5 Discussion and Conclusion
References
4 Gathering Expert Opinions on Self-directed Learning and Online Assessment Using OER—A Delphi Approach for Redesigning Student Assessments
4.1 Introduction
4.2 Literature Review
4.2.1 Open Education and Open Educational Practices
4.2.2 Self-directed Learning
4.2.3 Assessment of Learning, Assessment for Learning and Open Assessment
4.2.4 Online Assessment
4.2.5 Open Educational Resources and Open Assessment Resources
4.3 Methodology
4.3.1 Research Design
4.3.2 Ethical Clearance and Choice of OER Experts for Delphi Panel
4.3.3 First Round
4.3.4 Second Round
4.4 Results
4.4.1 Vision for Open Education
4.4.2 OER (Re)Definition
4.4.3 What Should Change for OER to Be Mainstreamed and for OEP to Enhance Teaching and Learning?
4.4.4 Which Assessment Methods Would Be Most Appropriate for Self-directed Assessments of/for Learning that Was Supported by OER
4.4.5 Skills and Attitudes Required for Academics to Engage with Open Education
4.4.6 Changes that Are Required in the Practices of Educators and Policy-Makers to Implement Assessment that Supports Self-directed Learning?
4.4.7 Changes Required for More Self-directed Learning to Happen. (Question Reformulated to Emphasise the Focus on Students)
4.5 Discussion
4.5.1 Scope of Changes Needed to Transform Assessment Modalities When Shifting from a Face-To-Face to an Online Mode
4.5.2 Gather OER Expert Consensus Around Changes Needed in the Way Assessments Are Carried Out, and How to Promote Self-directed Learning in Online Learning Environments
4.5.3 An Assessment Framework for Self-directed Learning to Be Integrated Within Open Pedagogy
4.6 Conclusions
Annex 1: Responses to Statements Regarding OER, Assessments and SDL
References
5 Self-directed Learning, Online Mentoring and Online Coaching
5.1 Introduction
5.2 Online Mentoring
5.3 Online Coaching
5.4 SDL and Online Mentoring and Coaching
5.5 Research Design and Methodology
5.5.1 Data Collection and Inclusion Criteria
5.5.2 Data Analysis
5.6 Discussion
5.7 Conclusion
References
6 Open Education and Self-directed Learning in Adult, Professional and Vocational Education in Africa
6.1 Introduction
6.2 Overview of Self-directed Learning in Africa
6.3 Theoretical Perspective
6.3.1 Andragogy
6.3.2 Transformational Learning
6.4 Significance of Self-directed Learning
6.5 Methodology
6.6 Trends of Self-directed Learning in Africa: Case Studies
6.6.1 Self-directed Learning in Adult and Professional Education
6.6.2 Self-directed Learning in VET
6.7 Challenges for Self-directed Learning in Adult, Professional and Vocational Education
6.8 Prospects of Self-directed Learning in VET
6.9 Requirements for Successful Integration of Self-directed Learning
6.9.1 Student Requirements for Self-directed Learning
6.9.2 Programme Requirements for Self-directed Learning
6.9.3 Faculty Requirements for Self-directed Learning
6.10 Conclusion
References
7 Open Education, Open Learning and Open Teaching at the African University
7.1 Introduction
7.2 Context
7.3 Research Questions
7.4 Methodology
7.5 Sample Size
7.6 Data Generation Procedure
7.7 Trustworthiness
7.8 Findings and Discussion
7.8.1 Enablers to Open Education
7.8.2 Disablers to Open Education
7.9 Recommendations
7.10 Conclusion
References
8 Can Open Science Offer Solutions to Science Education in Africa?
8.1 Introduction
8.1.1 Research Questions
8.1.2 Methodology
8.2 Literature Review
8.2.1 Challenges for Science Education
8.2.2 Principles of Open Science: Need and Implications
8.3 The Proposed Model
8.4 Discussion: «Let’s Speed Up Science Education by Embracing Open Science»
8.4.1 Recommendations
8.4.2 Challenges
8.5 Conclusion
References
9 Open Learning in the African Context: Challenges and Possibilities for Self-directed Learning
9.1 Introduction
9.1.1 Defining the Key Concepts
9.2 Insights into African and Western Education
9.2.1 Background to Traditional African Education
9.2.2 Remarks on Western Missionary Education in Africa
9.2.3 Open Learning in African Context
9.2.4 Self-directed Learning (SDL)
9.3 Self-directed Learning in Africa: Possibilities and Challenges of Self-Directed Learning in Africa
9.3.1 Prospects for Self-directed Learning in the Africa Context
9.3.2 Challenges of Self-directed Learning in Africa
9.4 Conclusion
References
10 Educators’ Beliefs, Perceptions and Practices Around Self-Directed Learning, Assessment and Open Education Practices
10.1 Introduction
10.2 Literature Review
10.3 Methodology
10.4 Data Production and Analysis
10.5 Findings
10.6 Discussion
10.7 Conclusion
References
11 Bala Wande—Foundation Phase Mathematics OER: Collaborative Development and Use
11.1 Introduction
11.2 Mathematics Teaching and Learning in South Africa: Theoretical Orientation
11.3 The Use of Examples and Pictures in Teaching Mathematics
11.4 Methodology
11.4.1 Research Design
11.4.2 Data Collection
11.4.3 Data Sample and Analysis
11.5 Findings
11.5.1 Take-Up and Perceptions of Usefulness of the Bala Wande Materials
11.5.2 Student Independent Work in the Bala Wande Workbook
11.6 Discussion and Conclusion
References
12 The Adoption of Open Educational Practices to Support Practical Work at Moroccan Universities
12.1 Introduction
12.2 OER and OEP in Higher Education
12.2.1 What Are OER and OEP?
12.2.2 Use and Creation of OER in Higher Education
12.2.3 Barriers to Adopting OER and OEP in Higher Education
12.2.4 OER and OEP in Morocco
12.3 The Adoption of OEP to Support Practical Laboratory Work in Moroccan Universities
12.3.1 Obstacles to Practical Scientific Education Based on the Face-to-Face Laboratory
12.3.2 The Adoption of OEP to Offer an Alternative to Traditional Face-to-Face Laboratory
12.3.3 Methodology
12.4 Results and Discussion
12.5 Conclusion and Perspectives
References
13 Self-directed Learning: Readiness of Secondary School Students in Mauritius
13.1 Introduction
13.2 Research Objectives
13.3 Theoretical Framework
13.4 Literature Review
13.5 Self-directed Learning Awareness, Readiness and Collaboration
13.6 Self-discipline, Self-motivation and Self-management
13.7 Research Methodology
13.8 Results and Findings
13.8.1 Descriptive Analysis
13.8.2 Measures to Improve SDL
13.8.3 Covid-19 Impact on Students’ SDL Skills
13.9 Conclusion
13.10 Future Research
13.11 Limitations
Appendix: Survey
References
14 A Progressive Approach to OER Adoption in Development of Short Online Courses by University Lecturers
14.1 Introduction
14.2 Review of Related Studies
14.3 Theoretical Framework
14.4 Methodology
14.5 Participants
14.6 Results of the Study
14.7 Discussion and Recommendations
14.8 Conclusion
Appendix: Questionnaire Questions
References