Book Review: Blended Learning Environments to Foster Self-Directed Learning, edited by Christo van der Westhuizen, Mncedisi C. Maphalala, and Roxanne Bailey (AOSIS Books, 2022)

Abstract

Blended Learning Environments to Foster Self-Directed Learning is the eighth book in the Self-Directed Learning Series by North-West University, South Africa. The volume provides strategies and approaches to promote self-directed learning (SDL) in blended learning environments, featuring contributions from authors experienced in active learning strategies in online and blended learning contexts. They emphasise the importance of technology-enhanced learning, particularly blended learning, in improving students’ overall learning experience by promoting SDL. The book, which is licensed for free use, consists of 10 chapters that delve into various pedagogical methods to enhance SDL in blended learning contexts. The target audience for this book is scholars and practitioners who are interested in enhancing SDL, specifically in blended learning environments. The book begins by setting a theoretical foundation for the subsequent chapters. In Chapter 1, van der Westhuizen and Bailey highlight the importance of aligning the person-process-context (PCC) model with the Community of Inquiry (CoI) framework to guide SDL. In this chapter, the authors propose a model for SDL and make a case for combining PCC and CoI to create optimal learning experiences for individuals in blended learning environments. This approach was quite effective in shaping the overall logic of the subsequent chapters. In Chapter 2, Kruger and colleagues offer a literature review to conceptualise inquiry-based, blended, and self-directed learning, and they elucidate the connections between these three learning approaches. Although this chapter is consistent with the book’s overall theme and focus, it places particular emphasis on the affective domain of learning. The authors argue that the affective domain is a shared element among all three learning approaches and could serve as a catalyst for enhancing self-directed