Using Heutagogy to Address the Needs of Online Learners

Eberle, Jane; Childress, Marcus

doi:10.4018/978-1-59140-555-9.ch297

Cited by 12 publications

(4 citation statements)

References 3 publications

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“…The PAH continuum was first introduced by Eberle and Childress (2009), who described the continuum as a process in which learners moved from traditional classroom teaching and learning to more self‐directed learning and ultimately self‐determined learning; this process was later formally named the PAH continuum by Luckin et al (2010). Luckin et al (2010) described this continuum as a means for understanding how learners learn as they progress toward agency and self‐determined learning and “one in which learners develop cognitively, metacognitively, and epistemically within the learner context” while supported by a teacher (Blaschke & Hase, 2019, p. 7).…”

Section: Alignment Of Lifelong Learning Skills With Heutagogic Principlesmentioning

confidence: 99%

The dynamic mix of heutagogy and technology: Preparing learners for lifelong learning

Blaschke

2021

Brit J Educational Tech

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With the swift pivot to online learning, teachers and students have been forced to adopt a new way of teaching and learning, which has required students to become more self‐directed in their learning. In addition, teachers are faced with the challenge of preparing students for the workforce and lifelong learning. One emerging approach for addressing both these challenges is that of heutagogy, or self‐determined learning. This paper discusses the rising demand for lifelong learning skills and the role that heutagogy can play in supporting students in developing self‐directed and lifelong learning skills. Specifically, the paper presents a case study of a higher education institution that has introduced heutagogy, using interviews with programme leaders/instructors to investigate how a college in Israel incorporated heutagogy into their master's education programmes. Case study results reveal that there are challenges in incorporating heutagogy (eg, difficulty for students in adopting the approach), but once adopted, students preferred learning in a self‐determined way. What is already known about this topic? Lifelong learning skills are critical to student employability, and there is a need for exploring new theories and approaches for developing these skills. The current pandemic has forced traditional learning into the online space, requiring more self‐directed learning skills in learners. Heutagogy has been identified as a net‐centric teaching and learning theory for online learning. What this paper adds Positions heutagogy for use in traditional and online classroom settings in order to develop learners' self‐directed and lifelong learning skills. Explores the pedagogy‐andragogy‐heutagogy continuum and its use as an instructional strategy. Presents a case study of a higher education institution that has implemented self‐determined learning. Implications for practice and/or policy This study encourages further research into use of heutagogy for developing self‐directed and lifelong learning skills. This study provides guidance for those who want to introduce self‐determined learning into classroom settings.

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Section: Alignment Of Lifelong Learning Skills With Heutagogic Principlesmentioning

confidence: 99%

The dynamic mix of heutagogy and technology: Preparing learners for lifelong learning

Blaschke

2021

Brit J Educational Tech

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“…Double-loop learning occurs when the individual/student "questions and tests personal values (student reflections on improving learning how to learn" (Hase & Kenyon, 2000). Eberle and Childress (2009) explain that double-loop learning is when students consider the problem, action, and the resulting outcome. The following is Figure 2 about the role of heutagogy in advanced adult education in rebuilding individual vocational self-concepts in the design of singleloop learning and double-loop learning.…”

Section: Resultsmentioning

confidence: 99%

The role of the heutagogy approach in advanced adult education as rebuilding the vocational self-concept in the industrial era 4.0 and society 5.0

Sumarni

Sudira

2022

jpv

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Technical and Vocational Education and Training (TVET) is established by UNESCO and ILO as education and training that are beneficial for the community. The community will be able to develop when they can use their leadership skill properly. This is what makes adult vocational education very important in building the nation. One example of the role of adult vocational education is reducing unemployment through a heutagogy approach. The heutagogy approach centered on individual participants, where the individual has full autonomy in creating their learning. The heutagogy approach is also useful for developing an individual's self-capacity and vocational self-concept. The individual vocational self-concept through the heutagogy approach can help students, graduates, alumni, and the community develop skills (re-skills, up-skills) and prepare to enter the world of work. The skill development can be done by forming (re-establishing) the individual's vocational self-concept. In the development of the industrial revolution 4.0 and society 5.0, the role of self-concept with a heutagogy approach in advanced adult education is to build vocational self-concepts so that they can be independent in learning, prepare work skills and utilize technology well as lifelong learning, and make an individual as a digital transformation society. Besides that, the heutagogy approach has a triple loop learning process that aims to make the right decision on a learning power of vocational self-concept. With the preparation of work skills, the self-concept of vocational maturity means that the higher the self-concept, the higher the maturity of the in the industrial era 4.0 career and Society 5.0 or with the existence of vocational self-concept in the future can make mature decisions.

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“…The teaching of HOTS is categorized as an educational innovation defined as an idea, practice, or project perceived as new by an individual or other unit of adoption (Eberle & Childress, 2009;Hashim et al, 2015). Rogers et al (2008) elaborated that the adoption rate of an innovation depends on five characteristics of the innovation: (1) relative advantage, (2) compatibility, (3) complexity, (4) trialability, and (5) observability.…”

Section: Teachers' Perception On New Curriculummentioning

confidence: 99%

Technical education teachers' perception on higher order thinking skills and their ability to implementation it in Indonesia

Prayitno

Jaedun‬²

2022

jpv

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World Economic Forum’s report (2020) reported that the top five out of 10 skills needed by employers in 2025 are (1) analytical thinking and innovation, (2) active learning and learning strategies, (3) complex problem solving, (4) critical thinking and analysis, and (5) creativity, originality, and initiative. These skills thrive workers entering the Fourth Industrial Revolution (4IR) and are the core of Higher Order Thinking Skills (HOTS). Parallelly, educationists conclude that teaching students with HOTS is a must, but the challenge is how to do it effectively. This study’s objectives were to know vocational and technical teachers’ perception of HOTS and their ability to teach HOTS in their classrooms. The study population was State Vocational and Technical Senior High School (SMKN) in Yogyakarta Special Region (DIY) and Central Java Province (CJP) in Indonesia. The sample was determined by quota technique sampling and came up with SMKN 2 Yogyakarta in DIY and SMKN 2 Klaten, and SMKN Magelang in CJP. Collecting data technique used closed- and open- questionnaires and documentation. Data analysis used statistical descriptive and qualitative description. Research findings revealed that teachers’ perception of HOTS was very positive, while their ability to integrate HOTS concepts in their lesson plans and to implement them in the classroom still has significant difficulties.

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Using Heutagogy to Address the Needs of Online Learners

Cited by 12 publications

References 3 publications

The dynamic mix of heutagogy and technology: Preparing learners for lifelong learning

The dynamic mix of heutagogy and technology: Preparing learners for lifelong learning

The role of the heutagogy approach in advanced adult education as rebuilding the vocational self-concept in the industrial era 4.0 and society 5.0

Technical education teachers' perception on higher order thinking skills and their ability to implementation it in Indonesia

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