Mobile-Heutagogical Practices among Student Teachers: Its Pedagogical Affordances and Challenges

Abstract

The integration of Information and Communication Technology (ICT) in the classroom for learning is becoming important to improve student engagement and interaction. This is in line with the educational transformation towards achieving Higher Education 4.0 in Malaysia. Education 4.0 (Edu 4.0) is in line with the Industrial Revolution 4.0 (4IR) and underpin the Malaysia Education Blueprint 2015-2025. There has been a recent surge in published studies on Mobile-Heutagogy (M-Heutagogy), with most studies has been conducted in developed countries, where the outcomes of the studies have revealed that M-Heutagogy has significant impacts on Edu. 4.0. Against this backdrop, this paper aims to discuss the M-Heutagogy pedagogical affordances of such a tool, the challenges that it poses, and the pedagogical change that is entailed for the adoption of the M-Heutagogy in the classroom. As a preliminary investigation in Malaysia, this study was carried out based on the phenomenological perspective of selected student teachers concerning the above affordances and challenges of M-Heutagogy through interviews. It was revealed that the use of such a novel learning tool helped spur their students’ interest, stimulate their curiosity, and improve their confidence in learning scientific concepts. In particular, the use of M-Huetagogy has proven can help to improve student participation in the learning process through more intense discussions among student teachers, which led to an improved understanding of learning concepts. However, the main barriers to full integration of such a tool in teaching and learning were attributed to the lack of technical support, teaching skills and confidence, and suitable facilities.

Integration of Industry 4.0 technologies with Education 4.0: advantages for improvements in learning

“…In this case, three works stood out, for presenting resources that make education possible anywhere. Kung-Teck et al (2020) focus on the use of mobile devices. In an era where our smartphones are practically an extension of our bodies, they have immense potential to become a teaching tool.…”

The Acceptance of M-Heutagogical Practice in Higher Education: A Systematic Literature Review

“…Besides, the term self-determination learning used by a few studies has also integrated technologies in the teaching and learning process. A few studies have been identified to use mobile heutagogy to refer to the learning approach used [3] [44] [47]. Thus, no matter which terms has been used, mobile technologies and applications will be integrated as support tools in 21stcentury learning.…”

M-Heutagogy Acceptance among Students of Higher Education Institutions: The Conceptual Framework

“…Heutagogy design are divided into six elements namely, (i) explore, (ii) create, (iii) collaborate, (iv) connect (v) share, and (vi) reflect (Blaschke & Hase, 2016). M-Heutagogy has been identified to be extended to the heutagogy approach (Wong et al, 2020). M-Heutagogy is suitable for 21st-century learning and in line with Education 4.0.…”

“…The terms M-Heutagogy came when academicians applied self-determined learning with any mobile applications and technologies to achieve learning objectives (Narayan & Herrington, 2014). M-Heutagogy has been identified to promote student agency, creating curiosity to learn new skills, and capability in determining their own learning (Wong et al, 2020). Several studies have begun to focus on technology to achieve educational transformation (Chan et al, 2018;Yusoff et al, 2018;Ayub, 2018;Kedin et al, 2018;Malek, 2017;Wahi & Idris, 2017).…”