Higher Education Multimodal Learning

NWU Self-Directed Learning Series Volume 5 learning in higher education Self-directed multimodal Self-directed Self-directed multimodal learning in Jako Olivier (ed.) Jako higher education Edited by Jako Olivier NWU Self-Directed Learning Series Volume 5 Self-directed multimodal learning in higher education Published by AOSIS Books, an imprint of AOSIS Publishing. AOSIS Publishing 15 Oxford Street, Durbanville 7550, Cape Town, South Africa Postnet Suite #110, Private Bag X19, Durbanville 7551, South Africa Tel: +27 21 975 2602 Website: https://www.aosis.co.za Copyright © Jako Olivier (ed.). Licensee: AOSIS (Pty) Ltd The moral right of the authors has been asserted. Cover image: Original design created with the use of free image. The image https://www. pexels.com/photo/blank-business-composition-computer-373076/ is released under Pexels License. Impression: 1 ISBN: 978-1-928523-40-6 (print) ISBN: 978-1-928523-41-3 (epub) ISBN: 978-1-928523-42-0 (pdf) DOI: https://doi.org/10.4102/aosis.2020.BK210 How to cite this work: Olivier, J. (ed.), 2020, ‘Self-directed multimodal learning in higher education’, in NWU Self-Directed Learning Series Volume 5, pp. i-432, AOSIS, Cape Town. NWU Self-Directed Learning Series ISSN: 2707-1537 Series Editor: Elsa Mentz Printed and bound in South Africa. Listed in OAPEN (http://www.oapen.org), DOAB (http://www.doabooks.org/) and indexed by Google Scholar. Some rights reserved. This is an open access publication. Except where otherwise noted, this work is distributed under the terms of a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license (CC BY-NC-SA 4.0), a copy of which is available at https:// creativecommons.org/licenses/by-nc-sa/4.0/. Enquiries outside the terms of the Creative Commons licence should be sent to the Rights Department, AOSIS, at the above address or to [email protected] The publisher accepts no responsibility for any statement made or opinion expressed in this publication. Consequently, the publishers and copyright holder will not be liable for any loss or damage sustained by any reader as a result of his or her action upon any statement or opinion in this work. Links by third-party websites are provided by AOSIS in good faith and for information only. AOSIS disclaims any responsibility for the materials contained in any third-party website referenced in this work. Every effort has been made to protect the interest of copyright holders. Should any infringement have occurred inadvertently, the publisher apologises and undertakes to amend the omission in the event of a reprint. NWU Self-Directed Learning Series Volume 5 Self-directed multimodal learning in higher education EDITOR Jako Olivier Social Sciences, Humanities, Education and Business Management domain editorial board at AOSIS Commissioning Editor Andries G. van Aarde, MA, DD, PhD, D Litt, South Africa Board Members Jan Botha, Professor, Centre for Research on Evaluation, Science and Technology, Stellenbosch University, Stellenbosch, South Africa Joan Hambidge, Deputy Dean, Faculty of Humanities, University of Cape Town, Cape Town, South Africa; Professor, School of Languages and Literatures, University of Cape Town, Cape Town, South Africa Sakari Häkkinen, Dean, The Diocese of Kuopio, Finland Glenna Jackson, Associate Editor, Professor Chair, Department of Religion and Philosophy, Otterbein University, Westerville, OH, United States of America Gregory C. Jenkins, Dean-elect, St George’s College, Jerusalem, Israel Reina-Marie Loader, Director and Filmmaker, CinémaHumain, Vienna, Austria Babita Marthur-Helm, Senior Lecturer, Organisational Transformation & Development; Managing Diversity Gender Empowerment, University of Stellenbosch Business School, Stellenbosch, South Africa Christopher Mbazira, Professor of Law & Coordinator of the Public Interest Law Clinic, Makerere University, Kampala, Uganda Piet Naudé, Professor, Ethics related to politics, economics and business, University of Stellenbosch Business School, Stellenbosch, South Africa; Director, University of Stellenbosch Business School, Stellenbosch, South Africa Charles Neill, Professor Department of Business Administration, The British University in Egypt, El Sherouk, Cairo Governorate, Egypt Cornelia Pop, Full professor, Department of Business, Faculty of Business, Babes-Bolyai University, Cluj-Napoca, Romania Michael Schratz, Professor, Institute of Teacher Education and School Research, University of Innsbruck, Innsbruck, Austria; Dean, School of Education, University of Innsbruck, Innsbruck, Austria Johann Tempelhoff, Extraordinary Professor, South African Water History Archival Repository (SAWHAR), Faculty of Humanities, North-West University, Potchefstroom, South Africa Anthony Turton, Professor, Centre for Environmental Management, University of the Free State, Bloemfontein, South Africa; Director, TouchStone Resources, University of the Free State, Bloemfontein, South Africa Willie L. van der Merwe, Professor & Chair, Philosophy of Religion, Apologetics and Encyclopaedia of Theology, Stellenbosch University, Stellenbosch, South Africa; Professor Extraordinary, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands Christi van der Westhuizen, Associate Professor, Department of Sociology, Faculty of Humanities, University of Pretoria, Pretoria, South Africa Joke van Saane, Professor, Amsterdam Centre for the Study of Lived Religion, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands Paul van Tongeren, Professor, Department Philosophy, Radboud University, Nijmegen, the Netherlands Robert G. Varady, Deputy Director and Research Professor, Environmental Policy, Udall Center for Studies in Public Policy, The University of Arizona, Tucson, AZ, United States of America Anné H. Verhoef, Associate Editor, Professor, Faculty of Arts: School of Philosophy, North-West University, Potchefstroom, South Africa Xiao Yun Zheng, Professor & Assistant President, Yunnan Academy of Social Sciences (YASS); and Director, International Center for Ecological Culture Studies (ICECS-YASS), Yunnan Academy of Social Sciences, Kunming City, China Peer review declaration The publisher (AOSIS) endorses the South African ‘National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books’. The manuscript was subjected to a rigorous two- step peer review process 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 should be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. Research Justification This book aims to provide an overview of theoretical and practical considerations in terms of self-directed multimodal learning within the university context. Multimodal learning is approached in terms of the levels of multimodality and specifically blended learning, also the mixing of modes of delivery (contact and distance education). As such, this book will provide a unique snapshot of multimodal practices within higher education through a self-directed learning epistemological lens. The book covers issues such as what self-directed multimodal learning entails, mapping of specific publications regarding blended learning, blended learning in mathematics, geography, natural science and computer literacy, comparative experiences in distance education, as well as situated and culturally appropriate learning in multimodal contexts. Various research methodologies were employed in this book. This covers critical literature studies, systematic literature reviews, design-based research, qualitative research conducted auto-ethnographically and by means of interviews and questionnaires, as well as mixed- method studies where data from quantitative instruments were combined with qualitative data. This book provides a unique focus on multimodality in terms of learning and delivery within the context of self-directed learning. Therefore, this book would not only advance the scholarship of blended and open distance learning in South Africa, but also contribute to enrich the discourse regarding self-direction. It will help readers to have an idea of the latest trends in the literature regarding multimodal self-directed learning in South Africa, as well as unique empirical work being conducted in this regard. The target audience of this book comprises researchers and academics working in the field of multimodal learning, and more specifically blended learning, as well as open and distance learning. This book will provide not only a theoretical framework for those who aim to work within the combined context of multimodality and self-directed learning; the empirically research practices shared in the book could also inform future research. I hereby declare, on behalf of the chapter authors, that the content presented in this book is based on original research and that no part of the book has been plagiarised from another publication or published elsewhere. Jako Olivier, Research Unit Self-Directed Learning, Faculty of Education, North-West University, Potchefstroom, South Africa Contents Abbreviations, Boxes, Figures and Tables Appearing in the Text xvii List of Abbreviations xvii List of Boxes xix List of Figures xix List of Tables xx Notes on Contributors xxiii Foreword xxix Preface xxxi Acknowledgements xxxv Chapter 1: Self-directed

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