Self-directed learning and retrieval practice: building a bridge through functional contextualism

How task difficulty and academic self-efficacy impact retrieval practice guidance

“…While direct guidance may help learners to leverage the advantages of multiple retrieval practice entirely, the current study indicates that individual differences in ASE levels would affect learners' persistence in repeated retrieval for tasks, thereby influencing final recall performance and confirming social cognitive theory's point of view. Some researchers maintain that the performance of memory retrieval leads to cognitive pressure, which was called desirable difficulty; when learners find the RPG to be not direct and immediate or the task to be too hard, they may lose their motivation to learn (Parker and Roessger, 2020). In the present study, repeated retrieval made the retrieval tasks more difficult, especially, learners may realize that even they retrieved difficult items multiple times, it was still difficult to remember, but learners with different levels of ASE may have different perceptions.…”

Exploring collaboration as a 21st-century skill to enhance self-directed learning while teaching particulate nature of matter through problembased learning

“…Consequently, education ought to embrace Ubuntu-motivated teaching and learning methods (Hlela 2018) that focus more on indigenous systems of thought like Ubuntu (Letseka 2014;Letseka & Ivamu 2011;Parker & Roessger 2020) in order to promote meaningful educational practices which 'foster an ethos of a holistic, transformative and emancipatory educational experience for all' (Oviawe 2016:2). By implementing the principles of Ubuntu in education (Ubuntu pedagogy), an educational approach can be cultivated that focuses on guiding students on how to learn and assisting them to learn to work in more self-directed ways (Abdi 2020;Assié-Lumumba 2017;Bell 2002), thus focusing on promoting self-direction in learning (Bache & Hayton 2012;Parker & Roessger 2020). Ubuntu can empower and support students to gain control and better understand knowledge as they come to know subjects in the SDL process.…”

“…Thus, for the promotion of SDL through Ubuntu, students should be encouraged to work collectively in partaking and interacting with other students in learning environments, embracing learning environments' communal and collective nature. Embracing communal relationships with other students in this communal and collective learning environment is essential so that 'learning communities can fully embrace and value humanism, thus Ubuntu' (Broodryk 2006:32;Parker & Roessger 2020). As seen earlier in this chapter, Ubuntu's beliefs and principles in education ought to deliver a compassionate and helpful foundation where both educator and student should participate as a collective, accentuating the interdependent nature of the SDL process (Broodryk 2006).…”

Knowledge surveys: Supporting students along pathways to self-directed learning with self-assessment

“…To embrace Ubuntu in education, Stanistreet (2019:219) is of the view that, 'with its humanistic ethos and emphasis on interconnectedness', teaching and learning should embrace pedagogics that promotes and support the needs of students, fostering 'a sense of interconnectedness' between 'learning and social community'. Consequently, education ought to embrace Ubuntu-motivated teaching and learning methods (Hlela 2018) that focus more on indigenous systems of thought like Ubuntu (Letseka 2014;Letseka & Ivamu 2011;Parker & Roessger 2020) in order to promote meaningful educational practices which 'foster an ethos of a holistic, transformative and emancipatory educational experience for all' (Oviawe 2016:2). By implementing the principles of Ubuntu in education (Ubuntu pedagogy), an educational approach can be cultivated that focuses on guiding students on how to learn and assisting them to learn to work in more self-directed ways (Abdi 2020;Assié-Lumumba 2017;Bell 2002), thus focusing on promoting self-direction in learning (Bache & Hayton 2012;Parker & Roessger 2020).…”