Emerging Self-Directed Learning Strategies in the Digital Age

Emerging Self-Directed Learning Strategies in the Digital Age

Frank G. Giuseffi (Lindenwood University, USA)
Release Date: December, 2017|Copyright: © 2018 |Pages: 257
ISBN13: 9781522534655|ISBN10: 1522534652|EISBN13: 9781522534662|DOI: 10.4018/978-1-5225-3465-5

Description

Currently, society is becoming increasingly involved in self-directed learning for both intellectual and professional development. As such, it is imperative that both researchers and educational professionals update themselves on the current research on self-directed learning and how it has created a new culture of independence.

Emerging Self-Directed Learning Strategies in the Digital Age is a key resource for the latest research on the role of self-directed learning and how it is impacting society, educational professionals, and researchers in their day-to-day work. Featuring broad coverage among a variety of relevant views and themes, such as project based learning (PBL), student goal setting, and self-efficacy theory, this book is ideally designed for educational professionals working in the fields of teacher pedagogy, theory, instructional technology, and adult education, as well as academics and upper-level students looking for innovative research on one-to-one programs and learning analytics.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Adult Learning Theories
  • Blended Learning
  • Case-Based Learning (CBL)
  • E-Learning
  • Educational Technology
  • Project-Based Learning (PBL)
  • Self-Efficacy Theory
  • Student Goal-Setting

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Frank Giuseffi is an Adjunct Instructor in the Doctor of Education Program at Lindenwood University. He holds undergraduate degrees in Political Science and Philosophy from the University of Central Missouri, a master's degree in Liberal Arts from St. John's College and his doctorate in Education from Lindenwood University. His research interests include the history of education, philosophy of education and the relationship between classical thinking and 21st century education.