Mrs. Frieda Indileni Kavetuna is a Lecturer and PhD candidate at the University of Namibia. Her academic and professional interests span a diverse range of fields, including self-directed learning, project management, business administration, learning and development, and community development. She holds a Commonwealth Executive Master of Business Administration from the Open University of Mauritius, a Master of Education, a Bachelor of Education in Adult Education, and a Diploma in Adult Education and Community Development, all from the University of Namibia. Mrs. Kavetuna brings a wealth of experience from her previous roles in public service, having served as a National Development Advisor in the Office of the President at the National Planning Commission, and as a Development Planner at the former Ministry of Gender Equality and Child Welfare. Her commitment to education and development continues to shape her contributions to academia and policy frameworks.
Presentation: 21st Century Transformative Strategies for Fostering Self-Directed Learning in Learner-Driven Classrooms
The evolving landscape of higher education demands the implementation of transformative strategies that empower students to become autonomous learners, capable of navigating complex and ever-changing knowledge domains independently. The paper presents a systematic literature review as part of a doctoral study on self-directed learning competencies among 81 distance students enrolled in lifelong learning and community education programmes at the University of Namibia.
The review aims to provide an overview of the transformative strategies that foster self-directed learning in learner driven classrooms. Findings reveal several key transformative strategies that enhance self-directed learning capabilities, including problem-based learning, project-based learning, case-based learning, played-based and cooperative learning.
Presentación: Estrategias transformadoras del siglo XXI para fomentar el aprendizaje autónomo en aulas orientadas al estudiante
El panorama cambiante de la educación superior exige la implementación de estrategias transformadoras que empoderen a los estudiantes para que se conviertan en aprendices autónomos, capaces de desenvolverse de forma independiente en dominios de conocimiento complejos y en constante evolución. Este artículo presenta una revisión sistemática de la literatura como parte de un estudio doctoral sobre las competencias de aprendizaje autónomo en 81 estudiantes a distancia matriculados en programas de formación continua y educación comunitaria en la Universidad de Namibia.
La revisión busca ofrecer una visión general de las estrategias transformadoras que fomentan el aprendizaje autónomo en aulas orientadas al estudiante. Los hallazgos revelan varias estrategias transformadoras clave que mejoran las capacidades de aprendizaje autónomo, incluyendo el aprendizaje basado en problemas, el aprendizaje basado en proyectos, el aprendizaje basado en casos, el aprendizaje lúdico y el aprendizaje cooperativo.