Does Pedagogy Still Rule?

McAuliffe, Marisha B.; Hargreaves, Douglas; Winter, Abigail J.; Chadwick, Gary L.

doi:10.1080/22054952.2009.11464018

Cited by 53 publications

(36 citation statements)

References 4 publications

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“…Challenges of adopting a heutagogical approach are many, such as academic resistance to change and a "fear of relinquishing power" (from instructor to student), increased financial and learning pressure on students due to new technology requirements, and a continued student focus on assessment and grades rather than the learning process (Ashton & Newman, 2006, p. 832;McAuliffe et al, 2008). While higher education is more accepting of pedagogical and andragogical approaches within the institutional framework, it views heutagogy with more wariness, as heutagogy places full control of all aspects of learning into the hands of the student, from curriculum development and instructional format to assessment.…”

Section: Resultsmentioning

confidence: 99%

“…The instructor shows learners how to find information, relates information to the learner experience, and places a focus on problem-solving within real-world situations (McAuliffe et al, 2008). Instructors establish objectives and curriculum based on learner input and guide students along the learner path, while the responsibility for learning lies with the learner.…”

Section: Methodsmentioning

confidence: 99%

“…The review incorporates discussion on the reasons for the re-emergence of heutagogy and spe- Andragogy (Self-Directed Learning) Knowles (1978, as cited in Moore & Kearsley, 2012 defined andragogy in the 1970's as specific to adult education and characterized by learner control and self-responsibility in learning, learner definition of learning objectives in relation to their relevance to the learner, a problem-solving approach to learning, self-directedness in how to learn, intrinsic learner motivation, and incorporation of the learner experience. In an andragogical approach to teaching and learning, learners are actively involved in identifying their needs and planning on how those needs will be met (McAuliffe, Hargreaves, Winter, & Chadwick, 2008;Rachal, 2002 The goals of self-directed learning include helping learners develop the capacity for selfdirection, supporting transformational learning, and promoting "emancipatory learning and social action" (Merriam, 2001, p. 9). Within transformational learning, learning occurs along a self-directed path; as the learner matures and reflects on life experiences in relation to his or her self-perception, beliefs, and lifestyle, the learner perspective is adjusted and transformative learning can occur (Mezirow, 1997).…”

Section: Methodsmentioning

confidence: 99%

“…While acknowledging the need for pedagogy and andragogy, McAuliffe et al (2008) argue that "the removal of the educator makes the concept of heutagogy impractical in a credentialing institution" and that it is not possible or even reasonable to implement heu- (2010) report that heutagogy provides a learning framework that addresses needs of nursing students, who must learn in an ever-changing environment that is both complex and unpredictable; a heutagogical approach to learning helps them to become lifelong learners, as well as "makes sense of the necessary uncertainties that defines nursing" (p.…”

Section: Heutagogy In Practicementioning

confidence: 99%

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

Blaschke

2012

IRRODL

523

294

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<p>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.</p>

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Heutagogy In Practicementioning

confidence: 99%

See 2 more Smart Citations

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

Blaschke

2012

IRRODL

523

294

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“…These assumptions should be viewed along a pedagogical-andragogical continuum to the extent that an adult learner may differ from a child learner. According to McAuliffe, Hargreaves, Winter, and Chadwick (2009), andragogical learning design draws from theories of transaction, which focus on the context-dependent and pragmatic needs of learners.…”

Section: Conceptual Framework: Andragogymentioning

confidence: 99%

Using Design-Based Research in Higher Education Innovation

Ford

McNally

Ford

2017

OLJ

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This paper discusses the design-based research approach used by the Center for Innovation in Learning and Student Success (CILSS) at the University of Maryland, University College (UMUC). CILSS is a laboratory for conducting applied research that focuses on continuous improvements to the university's instruction of curriculum, learning models, and student support to identify promising innovations for underserved populations in adult higher education; to drive adoption of next-generation transformational online learning; to develop new educational models based on learning science, cutting edge technology, and improved instructional methods; to help more UMUC adult students succeed by increasing retention and graduating more students in shorter time frames (thus reducing their costs). As such, leveraging technology and pedagogy in innovative ways is key to the Center's work. CILSS serves as the research and development arm for the university, promoting innovative ideas and breakthroughs in learning.In this paper, we detail one interpretation of design-based research (DBR) and how it can be applied by an innovation center working within a university for program evaluation. We also posit that the conceptual framework and assumptions of andragogy (Knowles, 1984) have applicable relevance to the instructional shifts that include adaptive learning in the curriculum. A review of the literature on DBR explores the central features of this approach. A review of andragogy as the conceptual framework for this paper highlights what we believe to be the central features of the evaluation approach of adaptive learning software. We then present the model used by CILSS when designing and testing a pilot project. To illustrate the approach, we provide the example of a recent pilot that uses the adaptive learning software RealizeIt in UMUC's Principles of Accounting I course, a course that traditionally has lower than average success rates.

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(Re)framing a philosophical and epistemological framework for teaching and learning in STEM: Emerging pedagogies for complexity

Delahunty

Kimbell

2021

British Educational Res J

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Today’s learners are engaging in study where access to knowledge is easier than it ever has been in human history. Rapid advancement of technology and the increasing ease with which communication and interaction can occur has dramatically changed the landscape in which teachers of science, technology, engineering and mathematics (STEM) operate. The contemporary skills that students are required to possess include inter alia problem solving, creativity, teamwork abilities, communication skills and emotional intelligence. Despite the universal acceptance of their importance, these skills are commonly cited as underdeveloped and in addition, are still accompanied by outmoded ‘traditional’ forms of teaching and assessment. While the approaches of twentieth‐century education were successful in developing knowledge stores, the ubiquity of access to knowledge—coupled with the constantly changing nature of the world today—requires alternative conceptions of teaching and learning. This article focuses primarily on an exploration of learning metaphors and teaching with the overall lens of creating self‐regulated and furthermore, self‐determined learners. The article begins with an exploration of learning in STEM education and a critique of the pedagogical perspective, discussing why this epistemology may be insufficient for contemporary STEM learning. The article then considers an alternative and potentially more contemporary notion; the emergent pedagogic space. The article presents a theoretical model to conceptualise learning in STEM education, with the goal of informing both practice and research. The realisation of this proposed emergent pedagogical space is explored through an applied case study from a design and technology context.

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Does Pedagogy Still Rule?

Cited by 53 publications

References 4 publications

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

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

Using Design-Based Research in Higher Education Innovation

(Re)framing a philosophical and epistemological framework for teaching and learning in STEM: Emerging pedagogies for complexity

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