Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning
Lisa Blaschke, Oldenburg University / University of Maryland University College
IRRODL Volume 13, Number 1, ISSN 1492-3831 Publisher: Athabasca University Press
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.
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 https://www.learntechlib.org/p/49200/.
ReferencesView References & Citations Map
- 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
- 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.
- 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.
- 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.
- 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
- 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.
- 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.
- Canning, N. & Callan, S. (2010). Heutagogy: Spirals of reflection to empower learners in higher education. Reflective Practice, 11(1), 71-82.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. In UltiBase Articles. Retrieved from http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm
- Holmberg, B. (2005). The evolution, principles, and practices of distance education. Oldenburg, Germany: BIS – Bibliotheks-und Informationssystem der Univesität Oldenburg.
- 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
- 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
- Kamenetz, A. (2010). Edupunks, edupreneurs, and the coming transformation of higher education. Canada: Chelsea Green Publishing Company.
- 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.
- 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
- Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. United States of America: Cambridge Adult Education.
- 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:
- 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.
- Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 5-12. United States: Jossey-Bass Publishers.
- Moore, M.G., & Kearsley, G. (2012). Distance education: A systems view of online learning (3rd ed.). Belmont, CA: Wadsworth.
- Peters, O. (2004). Distance education in transition-New trends and challenges (4th ed., Volume 5). Oldenburg, Germany: Bibliotheks-und Informationssystem der Universität Oldenburg.
- Peters, O. (2001). Learning and teaching in distance education: Analyses and interpretations from an international perspective (2nd ed.). London: Kogan Page.
- Rachal, J.R. (2002). Andragogy’s detectives: A critique of the present and proposal for the future. Adult Education Quarterly, 52(3), 210-227.
- Richardson, J.T.E., Morgan, A., & Woodley, A. (1999). Approaches to studying distance education. Higher Education, 37, 23-55. Netherlands: Kluwer Academic Publishers.
- Schön, D.A. (1983). The reflective practitioner: How professionals think in action. United States: Basic Books, Inc.
- 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.
- 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
- 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
- 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 ByView References & Citations Map
Listening to Students: What They Can Tell Us about Universal Design for Learning
Nancy Chapko, Gateway Technical College, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2575–2578
Designing an effective and scientifically grounded e-learning environment for Initial Teacher Education: the Italian University Line Model
Journal of e-Learning and Knowledge Society Vol. 14, No. 2 (Jun 18, 2018)
Opening the Curriculum through Open Educational Practices: International experience
Open Praxis Vol. 10, No. 2 (Apr 20, 2018) pp. 201–208
Twitter + Voxer: Educators’ Complementary Uses of Multiple Social Media
Jeffrey Carpenter, Elon University, United States; Tim Green, California State University Fullerton, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2236–2244
Exploring self-regulated learning choices in a customisable learning pathway MOOC
Australasian Journal of Educational Technology Vol. 34, No. 1 (Mar 28, 2018)
Developing Self-Efficacy through a Massive Open Online Course on Study Skills
Brenda Padilla Rodriguez & Alejandro Armellini
Open Praxis Vol. 9, No. 3 (Sep 22, 2017) pp. 335–343
Supervision on Social Media: Use and Perception of Facebook as a Research Education Tool in Disadvantaged Areas
Christoph Pimmer, University of Applied Sciences and Arts Northwestern Switzerland FHNW School of Business Institute for Information Systems; Jennifer Chipps, University of Western Cape School of Nursing; Petra Brysiewicz & Fiona Walters, School of Nursing and Public Health, College of Health Sciences University of KwaZulu-Natal; Sebastian Linxen & Urs Grhbiel, University of Applied Sciences and Arts Northwestern Switzerland FHNW School of Business Institute for Information Systems
The International Review of Research in Open and Distributed Learning Vol. 17, No. 5 (Sep 26, 2016)
Estn preparados los estudiantes para (re)disear su Entorno Personal de Aprendizaje? El caso del E-Dynamic.Space
Journal of New Approaches in Educational Research (NAER Journal) Vol. 6, No. 1 (Jan 15, 2017) pp. 11–19
Technology as a creative partner: Unlocking learner potential and learning
Vickel Narayan, AUT University, New Zealand
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2013 (2013) pp. 612–621
Do 21st Century Students Dream of Electric Sheep? A mobile social media framework for creative pedagogies
Thomas Cochrane & Andrew Withell, AUT University
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2013 (2013) pp. 151–161
Microlearning as a Tool to Engage Students in Online and Blended Learning
Peggy Semingson, University of Texas at Arlington, United States; Matt Crosslin & Justin Dellinger, The University of Texas at Arlington, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 474–479
iArchi[tech]ture: Developing a mobile social media framework for pedagogical transformation
Thomas Cochrane, CfLAT Centre for Learning And Teaching AUT University New Zealand; David Rhodes, Te Puna Ako Unitec
Australasian Journal of Educational Technology Vol. 29, No. 3 (Jul 17, 2013)
Science Instruction at a Distance: What can we see?
Cynthia Clark, University of Nevada, Las Vegas, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1092–1101
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.