Heutagogy and lifelong learning
A review of heutagogical practice and self-determined learning
Bibliographic Data
| ID | 23344722 |
|---|---|
| Authors | Lisa Marie Blaschke (0000-0002-1767-623X, University of Maryland University College Europe, corresponding author) |
| Year | 2012 |
| Volume | 13 |
| Issue | 1 |
| Pages | 56 |
| Publication date | 2012-01-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The International Review of Research in Open and Distributed Learning (JOURNAL) |
| Journal identifiers | ISSN: 1492-3831 • E-ISSN: 1492-3831 |
| Publisher | Athabasca University Press (PUBLISHER • CA) |
| DOI | 10.19173/irrodl.v13i1.1076 |
| OpenAlex | W1526958516 |
| Language | EN |
| Citations received | 96 |
| References cited | 7 |
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.
Adult education · Affordance · Andragogy · Cooperative learning · Distance education · Education theory · Educational technology · Experiential learning · Higher education · Human–computer interaction · Instructional design · Knowledge management · Learning theory · Lifelong learning · Mathematics education · Multimedia · Open learning · Pedagogy · Sociology · Synchronous learning · Teaching method · Adult and Continuing Education Topics · Computer Science · Educational Leadership and Innovation · Generational Differences and Trends · Psychology
A Metamorphic Experience of Students-at-Risk-of-Dropping-Out in the Printed Modular Distance Learning in Time of Covid-19 Pandemic
‘Nice to Meet You Again’
Malaysian Early Childhood Educators’ Use of Web 2.0 for Informal Learning in Professional Development
M-learning
Universities without Walls
Elements of Open Education
Unleashing Adult Learners’ Numeracy Agency Through Self-Determined Online Professional Development
IArchi[tech]ture
Exploring self-regulated learning choices in a customisable learning pathway Mooc
Special Issue on Mobile AR & VR
Design principles for heutagogical learning
A public-private partnership to transform online education through high levels of academic student support
Analysing mobile learning designs
A Comparative Study on Pedagogy, Andragogy and Heutagogy in the Walk towards Education 5.0
Teacher Trainees’ Journey to Develop Learner Autonomy
Hackathon
Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement
The flipped classroom
Enhancing self-directed STEAM learning through accessible digital technologies in resource-constrained schools
Performance and scientific mapping of heutagogy publication from 2005 to 2024
Designing Hybrid Spaces for Learning in Higher Education Health Contexts
The wandering guide in the age of AI
“It's not my safe zone”
Ethical and equitable heutagogy
The mediating role of academic self-efficacy in the relationship between university students' heutagogical competencies and lifelong learning tendencies
High and low heutagogy orientations among mathematics pre-service teachers and their relation to academic AI-usage
Heutagogy and generative AI
Teacher readiness for reciprocal teaching in Vietnamese primary schools
A heutagogical-andragogical model for AI challenges in teacher education
Heutagogical empowerment in culturally conservative higher education
Re-thinking Public Health Education in Aotearoa New Zealand
Leveraging heutagogy and learner agency to navigate the post-truth era
Growing independent thinkers
Engaging and Empowering Malaysian Students Through Open and Distance Learning in the Post-Covid Era
Wellbeing integrated learning design framework
Models of education for care workers in Australian nursing homes
Self-Determined Learning in a Multicultural Context of Teacher Education
A Review of the Implementation of Technology-Enhanced Heutagogy in Mathematics Teacher Education
Inclusion in Higher Education
Is Data Literacy a Catalyst of Social Justice? A Response from Nine Data Literacy Initiatives in Higher Education
Measuring Learning Presence as Fourth Dimension in the Community of Inquiry Survey
Mapping Lifelong Learning Research
Examining online video-based professional development for music teachers
Centering complexity in ‘educators’ data literacy’ to support future practices in faculty development
Reclaiming pedagogy in virtual learning environments
Informal collaborative learning (ICL) – student perspectives on the role of informal collaborative learning ICL in higher education
Beyond initial adoption
Culturally Responsive Pedagogical/Andragogical Context Knowledge
Online presence and technology-enhanced language learning experience
The PLE as a framework for developing agency in lifelong learning
Transforming teaching through cooperative inquiry
Continuous e-learning at the workplace
Analysing the mediating role of organisational citizenship behaviour between transformational leadership and education 4.0 using PLS-SEM approach
Lifelong learning in rural communities in China and its impact on adult subjective well-being
The mediating and moderating role of self-determined learning in the relationship between creative thinking and problem-solving skills among sixth-grade students
AI-augmented heutagogy
Successful design and delivery of online professional development for teachers
Employee opportunities for self-directed learning at technology organisations
Game-based strategies for data literacy
Professional Development of Expatriate Higher Education Faculty Through Informal and Incidental Learning on Social Media
Has the time come for Heutagogy? Supporting neurodivergent learners in higher education
Positioning through epistemic cognition in higher education
Hybrid learning spaces––Design, data, didactics
Creating technology‐enabled lifelong learning
The dynamic mix of heutagogy and technology
Accommodating Student Diversity and Different Learning Backgrounds
Lifelong Learning of Instructional Design and Educational Technology Professionals
What’s Cooking in the Mooc Kitchen
Thematic evolution in lifelong learning research
Knowing Otherwise
Development of Heutogogy Model as a Framework to Prepare Self-Determined Educator
Exploring heutagogy in a tertiary coach developer course
The use of digital tools and digital learning skills in multicultural higher education campuses during the Covid-19 crisis
Developing individual capability in organizations through the promotion of heutagogy
Will generative AI replace teachers in higher education? A study of teacher and student perceptions
Grand Theft Heutagogy
Mobile instant messaging for professional learning
Edcamp unconferences
The teachers’ lounge and the debate hall
Educators’ perspectives on the impact of Edcamp unconference professional learning
Ethical Idealism, Technology and Practice
Teaching HIV-specific content for pre-licensure nursing and health professions students
Ongoing and holistic self assessment as a developmental practice
Cyber education
The Impact of Covid-19 Pandemic on Flipped Classroom for EFL Courses
Psychometric Properties Assessment of Postgraduate Self-Determined Learning Questionnaire (PSLQ)
Portraying the Performance of Indonesian’s Massive Open Online Course Facilitators
May student-centered principles affect active learning and its counterpart? An empirical study of Indonesian curriculum implementation
Graduate employability, skills development and the UK’s Universities Business Challenge competition
(Re)framing a philosophical and epistemological framework for teaching and learning in STEM
Speaking Volumes
Integrating four teaching and learning methods to deliver transformational social work education online
Sala de aula invertida
Assessing Research Trends in Spiritual Growth
Online Courses in Art and Design During the Coronavirus (Covid-19) Pandemic
Aboriginal ways of seeing and being
| Unique citing works | 96 |
|---|---|
| Citations per year | 7,38 |
| Citation span | 2013 - 2026 (14) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 81 |