Description
The creation of a successful learning environment involves the examination and improvement upon current teaching practices. As new strategies emerge, it becomes imperative to incorporate them into the classroom.
Student-Driven Learning Strategies for the 21st Century Classroom provides a thorough examination of the benefits and challenges experienced in learner-driven educational settings and how to effectively engage students in these environments. Focusing on technological perspectives, emerging pedagogies, and curriculum development, this book is ideally designed for educators, learning designers, upper-level students, professionals, and researchers interested in innovative approaches to student-driven education.
Reviews and Testimonials
This volume brings together 22 articles by an international group of education and other faculty, who describe student-driven learning strategies for the 21st-century classroom (from middle school to doctoral programs), including teamwork, collaboration, peer learning, partnership and service learning, and the use of technology. They also address learning environment design factors, the role of reflection, self-management in learning, collaborative and virtual learning spaces, peer-assisted study sessions, creative inquiry, literacy, the corpus approach, and the teacher's role.
– Protoview Reviews
Student-Driven Learning Strategies for the 21st Century Classroom addresses the significance of learner-driven educational settings and their role in effectively engaging students in their learning process. It sheds light on the effectiveness of technology and related pedagogical procedures. This book is a great resource for educators, senior secondary students, professionals, and researchers who would be interested in student-driven learning strategies.
– Dr. Prathiba Nagabhushan, St Mary MacKillop College & The Australian National University
Author's/Editor's Biography
Nor Alias (Ed.)
Nor Aziah Alias is a Professor of Instructional Technology and currently the Director of Academic Development at Universiti Teknologi MARA Malaysia. She graduated with a BSc Physics and MSc Physics from Indiana University, Bloomington and later pursued a Graduate Certificate in Open and Distance Learning (USQ, Australia) before her doctoral study in online learning. Her current research interests and activities are in the field of e-learning, online learning motivation and self-direction, instructional design, learning design, and Design and Development Research (DDR).