Abstract
The purpose of this study is to explore life orientation teachers’ cooperative learning approach in an active self-directed learning environment. Cooperative learning is the foundation on which many of the active learning procedures are based but this research aimed to explore how it can enhance the implementation of active learning in a self-directed learning environment. The researchers followed a qualitative phenomenological design to conduct this research. Purposive sampling was used to select life orientation teachers to participate in the interviews and observations and data were analysed using inductive thematic analysis. As found in this study, teachers play an important role in the implementation of cooperative learning to promote optimal active learner participation, acquisition of active cooperative skills and developing a self-directed learner equipped with 21st-century life skills. However, policy needs to be put into practice; thus, implementing a skills-driven cooperative approach to promote active self-directed learning in the life orientation classroom. Teachers should be more reasonably flexible, open-minded and helpful throughout the teaching process, while learners are expected to be more critical, self-directed and disciplined in learning. Further research is needed, using a larger sample, which might yield different or more nuanced results in self-directed learning environments.
Presenters
Aloysius Claudian SeherrieSenior Lecturer, Curriculum and Instructional Studies, University of South Africa, Gauteng, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Active-learning, Cooperative-learning-approach, Life-Orientation-teachers, Self-directed-learning, Environment
