Schools in poor communities in many parts of the world including South Africa, still suffer from the legacy of large classes, deplorable physical conditions and the absence of learning resources, and yet the teachers and learners in these poor schools are expected to achieve the same levels of teaching and learning as those in schools with well endowed resources in largely well developed urban areas. A model that combines the salient features of class-based activities with VBSRL (Video-Based Self-Regulated Learning) provides a low-risk and low-cost approach to serve such high-risk learners. When information is difficult to master for poor learners, there is a greater need for creating opportunities for learners to learn how to learn. Video-based learning is regarded as a means to capacitate the learner to avoid and prevent failing an educational task. Self-regulated learning implies activities directed at acquiring information, skills, and knowledge that involve cognitive, metacognitive, management, motivational, and behavioural strategies. The VBSRL approach as presented in this paper paves the way for poor learners to assume responsibility for their learning and enjoy success. Under these circumstances they tend to demonstrate more intelligence by getting to know what to do when the odds are against them!
|Keywords:||Video-based Learning, Self-regulated Learning, Video-Based Self-regulated Learning, Cognitive Dissonance, Metacognition|
Professor of Advanced Studies in Education, Research, Technology & Innovation Unit, Faculty of Education, Nelson Mandela Metropolitan University, Port Elizabeth, Eastern Cape, South Africa
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