Evaluating undergraduate students’ self-directed learning experiences during research-based learning

Abstract

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.

A Narrative Inquiry of Students’ Self-Directed Learning in EFL Speaking Class through YouTube

“…Pedagogical learning is distinct from SDL, on the other hand. The source of instructional materials and pedagogical learning is teachers (Uys and Citanda, 2020). It was successfully used by college students without teacher oversight.…”

“…I watch YouTube for almost seven hours a day and never get tired of it since there are so many intriguing channels that provide useful educational content outside of the classroom. There is a school of thinking with respect to this information that (Hiemstra, 1994;Knowles, 1978;Taylor, 1995;Uys and Citanda, 2020;Wu 1995).…”

“…Additionally, a lot of Indonesian students use both conventional and modern resources. As a result, students are allowed to choose devices and resources freely that best suit their learning preferences (Uys and Citanda, 2020). For people who prefer audio-visual learning, technology-based learning is becoming increasingly common.…”