Engendering Learning: Experiences of Peer Educators Trained as Entangled Learners

Whisler, Laurel; Makos, Molly; Anderson, Rachel

doi:10.1080/10790195.2018.1472943

Cited by 4 publications

(4 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The involvement of a facilitator is an important component of SDL (Van der Walt 2019). In order to promote self-directed learners, the guidance of a more experienced person such as a facilitator can assist in directing students towards their own inquiry (Whisler, Makos & Anderson 2019). Also, the facilitator plays an essential role in facilitating 21st-century learning (Sang et al 2018).…”

Section: Self-directed Learningmentioning

confidence: 99%

Defining research focus in self-directed learning: An autoethnographic reflection

Jagals¹

2020

NWU Self-Directed Learning Series

View full text Add to dashboard Cite

Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to rigorous two-step peer review prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. Research JustificationThis scholarly book is the third volume in an NWU book series on self-directed learning. It is devoted to self-directed learning research and its impact on educational practice. The importance of self-directed learning for learners in the 21st century to equip themselves with the necessary skills to take responsibility for their own learning for life cannot be over emphasised. The target audience does not only consist of scholars in the field of self-directed learning in Higher Education and the Schooling sector, but it also includes all scholars in the field of teaching and learning in the various education and training sectors. The book contributes to the discourse on creating dispositions towards self-directed learning among all learners and adds to the latest body of scholarship in terms of self-directed learning. Although from different perspectives, chapters in the book are closely linked together around selfdirected learning as central theme, following on the work done in Volume 1 of this series (Self-Directed Learning for the 21st Century: Implications for Higher Education), to form a rich knowledge bank of work on self-directed learning. This book serves as a valuable contribution to the body of scholarship in self-directed learning.In accordance with the requirements of the Department of Higher Education and Training, this book contains original content not published before and no part of the work was plagiarised.

show abstract

Section: Self-directed Learningmentioning

confidence: 99%

Defining research focus in self-directed learning: An autoethnographic reflection

Jagals¹

2020

NWU Self-Directed Learning Series

View full text Add to dashboard Cite

show abstract

“…Figure 5 illustrates this approach, called Entangled Learning (EL) [4]. This approach models a process for deeper learning piloted for the past three years at Clemson in a training course for peer educators [5,6]. Four interconnected areas constitute the model.…”

Section: Our Solutionmentioning

confidence: 99%

Work in Progress: Strategic, Translational Retention Initiatives to Promote Engineering Success

Stephan¹,

Whisler²,

Stephan³

2018 ASEE Annual Conference &Amp; Exposition Proceedings

Self Cite

View full text Add to dashboard Cite

show abstract

“…By the end of the training course, peer leader's final reflections show a newfound understanding of the benefits of community-based, self-directed learning. Peer leaders' reflections also show a desire to engender their self-directed experience for their session participants [11].…”

Section: Training Our Peer Leaders: Modeling a Self-directed Learningmentioning

confidence: 99%

“…An analysis of this peer leader data is saved for a separate paper. Interested readers can refer to the following article for an analysis of a portion of our peer leader assessment data [11].…”

Section: Evaluating the Success Of Our Programsmentioning

confidence: 99%

Supporting Student Learning Through Peer-led Course Support Initiatives

Brown

Stringer

Anderson

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

Self Cite

View full text Add to dashboard Cite

Jenai Kelley Brown has a background in college life coaching as well as career counseling. Before coming to Clemson University, she was a Senior College Life Coach at Florida State University working primarily with first generation college students. Jenai is currently the Assistant Coordinator for Tutoring in Clemson's Academic Success Center where she trains and manages approximately 60 tutors each semester. While her roles in Higher Education have changed, her primary goal has remained to help students recognize and connect to their potential.

show abstract

Engendering Learning: Experiences of Peer Educators Trained as Entangled Learners

Cited by 4 publications

References 10 publications

Defining research focus in self-directed learning: An autoethnographic reflection

Defining research focus in self-directed learning: An autoethnographic reflection

Work in Progress: Strategic, Translational Retention Initiatives to Promote Engineering Success

Supporting Student Learning Through Peer-led Course Support Initiatives

Contact Info

Product

Resources

About