You are here:

Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning
ARTICLE

, Oldenburg University / University of Maryland University College

IRRODL Volume 13, Number 1, ISSN 1492-3831 Publisher: Athabasca University Press

Full Text

Abstract

Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today’s workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media. The renewed interest in heutagogy is partially due to the ubiquitousness of Web 2.0, and the affordances provided by the technology. With its learner-centered design, Web 2.0 offers an environment that supports a heutagogical approach, most importantly by supporting development of learner-generated content and learner self-directedness in information discovery and in defining the learning path. Based on an extensive review of the current literature and research, this article defines and discusses the concepts of andragogy and heutagogy and describes the role of Web 2.0 in supporting a heutagogical learning approach. Examples of institutional programs that have incorporated heutagogical approaches are also presented; based on these examples and research results, course design elements that are characteristic of heutagogy are identified. The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education.

Citation

Blaschke, L. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distributed Learning, 13(1), 56-71. Athabasca University Press. Retrieved May 29, 2023 from .

Keywords

References

View References & Citations Map
  1. Anderson, T. (2010). Theories for learning with emerging technologies. In G. Veletsianos (Ed.), Emerging technologies in distance education. Edmonton: Athabasca University Press. Retrieved from http://www.aupress.ca/books/120177/ebook/02_Veletsianos_2010-Emerging_Technologies_in_Distance_Education.pdf
  2. Ashton, J., & Elliott, R. (2007). Juggling the balls – study, work, family and play: Student perspectives on flexible and blended heutagogy. European Early Childhood Education Research Journal, 15(2), 167-181.
  3. Ashton, J., & Newman, L. (2006). An unfinished symphony: 21st century teacher education using knowledge creating heutagogies. British Journal of Educational Technology, 37(6) 825-840. .
  4. Bhoryrub, J., Hurley, J., Neilson, G.R., Ramsay, M., & Smith, M. (2010). Heutagogy: An alternative practice based learning approach. Nurse Education in Practice, 10(6), 322-326.
  5. Blaschke, L.M., & Brindley, J. (2011). Establishing a foundation for reflective practice: A case study of learning journal use. European Journal of Open, Distance, and ELearning (EURODL), Special Issue. Retrieved from http://www.eurodl.org/materials/special/2011/Blaschke_Brindley.pdf
  6. Blaschke, L.M., Porto, S., & Kurtz, G. (2010). Assessing the added value of Web 2.0 tools for e-learning: The MDE experience. In Proceedings of the European Distance and Elearning Network (EDEN) Research Workshop, October 25-27, 2010. Budapest, Hungary.
  7. Canning, N. (2010). Playing with heutagogy: Exploring strategies to empower mature learners in higher education. Journal of Further and Higher Education, 34(1), 59-71.
  8. Canning, N. & Callan, S. (2010). Heutagogy: Spirals of reflection to empower learners in higher education. Reflective Practice, 11(1), 71-82.
  9. Cochrane, T., & Bateman, R. (2010). Smartphones give you wings: Pedagogical affordances of mobile Web 2.0. Australasian Journal of Educational Technology, 26(1), 1-14.
  10. Cristiano, M.J. (1993). I want to learn what I want to learn in the way I choose to learn it: Using learning contracts. Paper presented at the Western States Communication Association Great Ideas for Teaching Speech (GIFTS), Community College Interest Group, February 14, 1993.
  11. Eberle, J. (2009). Heutagogy: What your mother didn’t tell you about pedagogy and the conceptual age. In Proceedings from the 8th Annual European Conference on eLearning, October 29-30, 2009. Bari, Italy.
  12. Gardner, A., Hase, S., Gardner, G., Dunn, S.V., & Carryer, J. (2008). From competence to capability: A study of nurse practitioners in clinical practice. Journal of Clinical Nursing, 17(2), 250-258.
  13. Gilbert, J. (1975). Contract learning. Paper presented at the Annual Meeting of the American Society for Engineering Education, June 16-19, 1975. Ft. Collins, Colorado.
  14. Hase, S. (2009). Heutagogy and e-learning in the workplace: Some challenges and opportunities. Impact: Journal of Applied Research in Workplace E-learning, 1(1), 43-52.
  15. Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. In UltiBase Articles. Retrieved from http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm
  16. Holmberg, B. (2005). The evolution, principles, and practices of distance education. Oldenburg, Germany: BIS – Bibliotheks-und Informationssystem der Univesität Oldenburg.
  17. Hornsby, K.L., & Maki, W.M. (2008). The virtual philosopher: Designing Socratic method learning objects for online philosophy courses. Journal of Online Learning and Teaching, 4(3). Retrieved from http://jolt.merlot.org/vol4no3/hornsby_0908.htm
  18. Junco, R., Heiberger, G., & Loken, E. (2010). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning. DOI:10.1111/J.13652729.2010.00387.x
  19. Kamenetz, A. (2010). Edupunks, edupreneurs, and the coming transformation of higher education. Canada: Chelsea Green Publishing Company.
  20. Kenyon, C., & Hase, S. (2010). Andragogy and heutagogy in postgraduate work. In T. Kerry (Ed.), Meeting the challenges of change in postgraduate education. London: Continuum Press.
  21. Kenyon, C., & Hase, S. (2001). Moving from andragogy to heutagogy in vocational education. Retrieved from http://www.avetra.org.au/abstracts_and_papers_2001/Hase-Kenyon_full.pdf
  22. Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. United States of America: Cambridge Adult Education.
  23. Kuit, J.A., & Fell, A. (2010). Web 2.0 to pedagogy 2.0: A social-constructivist approach to learning enhanced by technology. In Critical design and effective tools for e-learning in higher education: Theory into practice (pp. 310-325). United States:
  24. Merriam, S.B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education, 89, 3-13. San Francisco, CA: Jossey-Bass.
  25. Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 5-12. United States: Jossey-Bass Publishers.
  26. Moore, M.G., & Kearsley, G. (2012). Distance education: A systems view of online learning (3rd ed.). Belmont, CA: Wadsworth.
  27. Peters, O. (2004). Distance education in transition-New trends and challenges (4th ed., Volume 5). Oldenburg, Germany: Bibliotheks-und Informationssystem der Universität Oldenburg.
  28. Peters, O. (2001). Learning and teaching in distance education: Analyses and interpretations from an international perspective (2nd ed.). London: Kogan Page.
  29. Rachal, J.R. (2002). Andragogy’s detectives: A critique of the present and proposal for the future. Adult Education Quarterly, 52(3), 210-227.
  30. Richardson, J.T.E., Morgan, A., & Woodley, A. (1999). Approaches to studying distance education. Higher Education, 37, 23-55. Netherlands: Kluwer Academic Publishers.
  31. Schön, D.A. (1983). The reflective practitioner: How professionals think in action. United States: Basic Books, Inc.
  32. Schwier, R.A., Morrison, D., & Daniel, B. (2009). A preliminary investigation of self-directed learning activities in a non-formal blended learning environment. Online Submission. Retrieved from EBSCO host.
  33. Veletsianos, G.(2010). Emerging technologies in distance education. Canada: Athabasca University Press. Retrieved from http://www.aupress.ca/books/120177/ Ebook/99A_Veletsianos_2010-Emerging_Technologies_in_Distance_Education. Pdf
  34. Wheeler, S. (2011, July 8). Learning with e’s: Digital age learning. [Blog post.] Retrieved from http://steve-wheeler.blogspot.com/2011/07/digital-age-learning.html
  35. The World Bank. (2003). Lifelong learning in the global knowledge economy: Challenges for developing countries. Washington, D.C.: The World Bank. Retrieved from http://siteresources.worldbank.org/INTLL/Resources/Lifelong-Learning-in-theGlobal-Knowledge-Economy/lifelonglearning_GKE.pdf

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.

Links

Also Read

Related Collections