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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 and the mixing of modes of delivery (contact and distance education). As such, this publication 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. This book provides a unique focus on multimodality in terms of learning and delivery within the context of self-directed learning. Therefore, the publication would not only advance the scholarship of blended and open distance learning in South Africa, but also the contribute to enriching the discourse regarding self-direction. From this book readers will get an impression of the latest trends in literature in terms of multimodal self-directed learning in South Africa as well as unique empirical work being done in this regard.

Open (Access) Textbook, distributed under Creative Commons Attribution-NonCommerical-ShareAlike 4.0 International License. 

There are multiple uses for this text. It can be used to develop lectures, facilitate in class discussions, assign for homework, and create team assignments. It is a powerful tool to transform individual students into powerful agents of their own change and to explore ways to channel learning to achieve their capabilities to become conductors of their own learning.  

This book can serve as a primary text in a teacher training course dealing with multimodal learning, it can be used to support research on multimodal learning, or it can be used a suppplemental resource.

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The major learning goal of the book, “Self-directed multimodal learning in higher education”, is to provide an overview of the theoretical and practical considerations of self-directed multimodal learning and delivery. This book uses an epistemological lens to provide a snapshot of multimodal practices of self-directed learning within higher education. It also covers topics such as self-directed multimodal learning, a review of the literature on blended learning in mathematics, geography, natural science, computer literacy, distance education, as well as culturally appropriate learning in a multimodal context. This book provides more than a theoretical framework for the context of multimodality and self-directed learning, it also provides empirical research practices and recommendations for future studies.

The target audience for this book are researchers, faculty, doctoral candidates, lifelong learners, those in academia and those using multimodal learning, blended learning, and distance learning strategies in classrooms. It can be used in higher and secondary education and for faculty professional development.

The Pre-requisite would be knowledge of pedagogy, theory and practice of learning, the development of learners, delivery and assessment of instruction, and the research process.