Students’ perceptions of the learner attributes required for (and resulting from) heutagogical learning
Heutagogy, a form of self-determined learning, is a learner-centred approach to learning and teaching, grounded in constructivist principles. This case study explores final year undergraduate students’ perceptions of the learner attributes required for (and resulting from) heutagogical learning. As...
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| Auteurs principaux: | , |
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| Format: | article |
| Langue: | EN |
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Association for Learning Development in Higher Education (ALDinHE)
2019
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| Accès en ligne: | https://doaj.org/article/00d5fdbb19394ac592260951d19d1f77 |
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| Résumé: | Heutagogy, a form of self-determined learning, is a learner-centred approach to learning and teaching, grounded in constructivist principles. This case study explores final year undergraduate students’ perceptions of the learner attributes required for (and resulting from) heutagogical learning. As part of a larger research study, data were collected at two UK universities, using an online survey that was intended to elicit their perceptions and experiences of a module designed using heutagogical principles. Results indicate that foundational knowledge, skills and attitude are a requirement for, and an outcome of, heutagogical learning. Potential implications for the use of heutagogical approaches to learning and teaching are discussed.
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