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

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 i...

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Autor principal:	Lisa Marie Blaschke
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2012
Materias:	Lifelong learning heutagogy self-determined learning andragogy web 2.0 social media Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/03a4ce7b5fae427d9465d19de3c909e0
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spelling	oai:doaj.org-article:03a4ce7b5fae427d9465d19de3c909e02021-12-02T19:20:07ZHeutagogy and lifelong learning: A review of heutagogical practice and self-determined learning10.19173/irrodl.v13i1.10761492-3831https://doaj.org/article/03a4ce7b5fae427d9465d19de3c909e02012-01-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1076https://doaj.org/toc/1492-3831 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. Lisa Marie BlaschkeAthabasca University PressarticleLifelong learningheutagogyself-determined learningandragogyweb 2.0social mediaSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 13, Iss 1 (2012)
institution	DOAJ
collection	DOAJ
language	EN
topic	Lifelong learning heutagogy self-determined learning andragogy web 2.0 social media Special aspects of education LC8-6691
spellingShingle	Lifelong learning heutagogy self-determined learning andragogy web 2.0 social media Special aspects of education LC8-6691 Lisa Marie Blaschke Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning
description	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.
format	article
author	Lisa Marie Blaschke
author_facet	Lisa Marie Blaschke
author_sort	Lisa Marie Blaschke
title	Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning
title_short	Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning
title_full	Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning
title_fullStr	Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning
title_full_unstemmed	Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning
title_sort	heutagogy and lifelong learning: a review of heutagogical practice and self-determined learning
publisher	Athabasca University Press
publishDate	2012
url	https://doaj.org/article/03a4ce7b5fae427d9465d19de3c909e0
work_keys_str_mv	AT lisamarieblaschke heutagogyandlifelonglearningareviewofheutagogicalpracticeandselfdeterminedlearning
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Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning

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