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Experiences in self-determined learning
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... Berdasarkan permasalahan tersebut maka perlu dilakukan penelitian untuk mengungkap tanggung jawab mahasiswa dalam belajar Statistika. Gambar 1. Rata-rata Nilai Statistik Selama Pembelajaran Online Pendekatan heutagogy merupakan strategi pembelajaran yang berpusat pada mahasiswa di mana belajar ditentukan sendiri oleh mahasiswa (self-determined learning) (Hase & Kenyon, 2013). Pendekatan heutagogy mulai digagas sejak tahun 2000 pada saat perkembangan jaringan internet masih dalam transmisi satu arah (web 1.0). ...
... Motivasi dan keinginan adalah komitmen emosional untuk belajar yang membuat pendekatan heautagogical sangat berhasil. Ada bukti bahwa banyak pelajar heutagogy tidak hanya mencapai hasil akademis yang baik, tetapi juga melanjutkan ke studi lebih lanjut (Hase & Kenyon, 2013). ...
This study aims to determine: (1) learning responsibilities and; (2) positive, negative and accompaniment impacts that occur after learning statistics using the heutagogy approach. This study uses an impact evaluation method with a goal free evaluation model. The population of this study was 104 students who took the Statistics course in the Odd Semester 2020. The sample was selected using a systematic technique as many as 82 students. The research data were collected from grades and assignments documents, interviews and learning responsibility questionnaires. The quality of the instrument was controlled using item validity and reliability with a halving technique. The validity of the qualitative data was controlled by means of document triangulation and interviews. The results showed: (1) the highest learning responsibility was in the learning effort, followed by discipline, independence, motivation and honesty; (2) the positive impact is felt by students in the upper group because they are more successful in learning anytime and anywhere, the negative impact is felt by the lower group because it opens up opportunities to look for examples of friends' answers. The impact of the accompaniment is that there is cooperation in the face of difficulties
... Pendekatan heutagogi menekankan pengembangan autonomi dan tanggungjawab murid terhadap pembelajaran di samping penglibatan secara aktif semasa proses PdP (Blaschke, Hase & Kenyon, 2014). Hal ini bermakna guru memberi kebebasan kepada murid menentukan sendiri proses pembelajaran mereka, termasuk apa dan bagaimana pembelajaran itu berlaku (Hase & Kenyon, 2013). ...
... Pendekatan heutagogi menggunakan m-pembelajaran memberikan peluang sebenar untuk mengaplikasikan konsep pembelajaran kendiri oleh murid (Nor'ain Mohd Tajudin et al., 2020). Murid tidak lagi bergantung sepenuhnya kepada guru untuk mendapatkan pengetahuan (Blaschke, Kenyon & Hase, 2014). Hal ini berlaku kerana murid lebih proaktif dalam menguruskan bahan pelajaran serta mengambil bahagian dalam aktiviti pembelajaran secara dalam talian (Mohd Firdaus Yahaya et al., 2021). ...
Bermula tahun 2020, dunia pendidikan telah berubah ke arah memperkasakan penggunaan teknologi maklumat dalam pembelajaran akibat daripada penularan pandemik Covid-19 di seluruh dunia. Sememangnya, gagasan kerajaan untuk mengintegrasikan teknologi dalam sistem pendidikan bertujuan memperkasa dan membentuk generasi celik IT. Kajian ini bertujuan untuk meneroka pendekatan heutagogi dalam pengajaran dan pembelajaran guru Pendidikan Islam menggunakan m-pembelajaran semasa PKP. Seramai tujuh orang guru Pendidikan Islam sekolah menengah di Selangor telah dipilih sebagai peserta kajian dengan menggunakan kaedah pensampelan bertujuan. Data dikumpulkan melalui kaedah temu bual dan analisis dokumen. Data temu bual ditranskripsikan dan dianalisis secara bertema dan seterusnya ditriangulasikan dengan analisis dokumen. Dapatan kajian menunjukkan bahawa lima aplikasi yang digunakan semasa PdPR iaitu YouTube, Google Form, Google Meet, WhatsApp dan Google Classroom. Dari aspek pelaksanaan pendekatan heutagogi dalam pengajaran GPI pula, kajian menunjukkan peranan guru sebagai pemudah cara dan aktiviti pengajaran yang interaktif sangat penting untuk meningkatkan penyampaian PdPR dengan berkesan. Abstract: Since 2020, the world of education has seen a shift to a reliance on the use of Information Communication Technology (ICT) to conduct learning activities as a result of the global COVID-19 pandemic. This is aligned with governmental initiatives to integrate technology into the educational system so as to empower and develop a generation of 'digital natives' which will be an IT-savvy generation. This study aims to explore the heutagogy approach in teaching and learning Islamic Education using m-learning during pandemic MCO. Seven Islamic Education teachers from secondary school in Selangor have been chosen through purposive sampling technique. Data were collected through semi-structured interviews and document analysis. Data from interviews were transcribed and thematic analysis was used to analyse the interview. The data was then triangulated with document analysis. Findings show that five apps were used by Islamic Education teachers during home-based learning (PdPR) such as YouTube, Google Forms, Google Meet, WhatsApp and Google Classroom. Implementation aspects of heutagogy approach in Islamic Education, the study shows that the role of teachers as facilitators and interactive teaching-activities is very important to improve home-based learning effectiveness.
... 56,p.9 Congruent with the principles of heutagogy, and consistent with the Table 1 Comparison of pedagogy, andragogy and heutagogy (Bansai et al., 2020;Stewart, 2012;Heick, 2015;Blaschke et al., 2014). midwifery woman-centred philosophy, transformational education/ learning empowers learners to be active participants within their own learning and then active practitioners within the health care system (Rankin and Brown, 2016;Sidebotham et al., 2017;Bass et al., 2020). ...
... Student midwife collaborates with educators, academics, registered midwives and peers (Blaschke et al., 2014): Meet online (discussion forums/workshop) with academics and peers. ...
Aim
The aim of this discussion paper is to discuss learning theories in midwifery education, as related to the Midwifery Continuity of Care Experience and to propose an original conceptual framework based on Heutagogy.
Background
Midwifery education curricula include a number of midwifery practice experiences. One of the requirements is for students to provide midwifery continuity of care. To achieve these experiences, students in Australia are required to provide care to at least ten (10) women through pregnancy, be on call for the woman’s birth and provide at least two visits post-birth. Continuity of care experiences appear to have been incorporated without sufficient consideration of the educational purpose of the experience, or how the experiences contribute to the development of the profession. Although we do know midwifery practice embraces woman-centred care as its philosophical underpinning, a learning approach that is congruent with this philosophy needs to be clearly articulated.
Design
A discussion paper that compared and contrasted learning theories to align with midwifery continuity of care experiences.
Methods
A review of the literature on learning theories was conducted before comparing and contrasting the theories to arrive at a conceptual framework focused on learning theory and its application to the Midwifery Continuity of Care Experience.
Results
Heutagogy provides a potentially congruent educational learning approach to underpin the continuity of care experiences, in comparison to traditional learning theories of pedagogy and andragogy. With a paucity of research in the application of heutagogy to midwifery education, it’s conceptual underpinnings and the possible application to the Continuity of Care Experience, this paper explores the possible theoretical applications of heutagogy to midwifery education.
Conclusion
As a learning theory, heutagogy is well - aligned with woman-centered care. Heutagogy provides a theoretical framework suitable to underpin strategies, including the conceptual framework proposed, that may assist in empowering students to participate in their own education by giving them the ability to be self-determined in both their approach to learning and to evaluate their own learning needs.
... However, the approach has become popular in 2018, as there is an urge from the Ministry of Higher Education to increase the quality of learning [37] [38]. Besides, many research findings have identified the benefits of heutagogy practice, such as skills, engagement, self-reflect, and self-motivation among the students, are essential skills needed to survive in the 4IR challenges [39][40][41][42]. The changes role of educators is also one of the strengths of heutagogy [29] [38]. ...
... Distance learning education institutions can try to apply the M-Heutagogy to the students and used suitable technologies such as Zoom, Microsoft Teams, Nearpod, and Learning Management System (LMS) [43] [64]. To use M-Heutagogy, educators need to give autonomy to students to decide their learning objectives, contents, activities, and assessments [12] [38][39][40][41]. If there is no autonomy given to students, the learning is not using the M-Heutagogy approach, but the learning can only be considered as blended learning [61]. ...
Mobile Heutagogy (M-Heutagogy) is the teaching practice that emphasizes self-determined learning and student autonomy. Many teachers and academicians have applied M-Heutagogy in their teaching and learning in Higher Education Institutions (HEIs). The purpose of this study is to synthesize an empirical literature review of the M-Heutagogical practice among Higher Education students and its acceptance. The main objective of this paper is to review the literature on M-Heutagogy practice and its acceptance among Higher Education students. The researcher conducted a systematic review of 60 articles for the period 2007 to 2020. The findings indicate that M-Heutagogy has been applied in HEIs around the world with the support of emergent technologies and mobile applications. Unfortunately, only two M-Heutagogy acceptance studies have been done so far. Future research suggested that the M-Heutagogy acceptance model should be developed to be referred by researchers while doing an acceptance study.
... Therefore, this approach is very different from the more formal and traditional ways of teaching. In the Heutagogy approach: the educational process changes from being a process where educated people (teachers, teachers, lecturers) pour information into the heads of students to a place where students choose what to learn and even how they can learn it (Hase & Kenyon, 2013). These selfdetermined learning skills are very relevant to the online learning process because their characteristic is independent learning (Blaschke, 2013;Can, 2012). ...
... Based on the literature review, that leading research to explore three concepts relates to Heutagogy skills in the various kinds of education, self-directed learning (Bracey, 2010;Cadorin et al., 2013;Robinson & Persky, 2020;Williamson, 2007;Zhoc & Chen, 2016), self-regulated learning (Arbor & Greet, 2000;Barnard et al., 2009;Boekaerts & Boekaelrts, 2017;Martin, 2004;Reed, 2014;Sinatra, 2014;Winne, 2015Winne, , 2016. Self-determined learning (Hase, 2016;Hase & Kenyon, 2013;Kellenberg et al., 2019;Müller & Louw, 2004). The three concepts described above are continuity in the learning process, especially independent learning such as e-learning carried out during the Covid-19 Pandemic. ...
Heutagogy skills are needed by students to take part in the e-learning process during the Covid-19 pandemic. This study examines the measurement model and proved the influence of e-learning towards self-directed, self-regulated, and self-determined learning skills. This research uses a survey method, the data is collected through an online questionnaire which shared with 232 respondents. The research instrument validity was tested by Confirmatory Factor Analysis (CFA) and reliability test by calculating Cronc’bach value. Path Analysis with AMOS 21.0 was used to analyze the relationship between variables. The result confirms that e-learning significantly affected self-regulated learning. Meanwhile, self-regulated learning has a significant effect on self-determined. Path analysis result indicated that e-learning significantly affected self-determined learning if self-directed and self-regulated learning is first developed. The results of this study also provided an empirical basis for other researchers who want to develop independent learning in students through e-learning. Indicators in self-directed learning can be developed in an online learning process, hence, it can be observed directly on student learning outcomes.
... It thus becomes a crucial element in considering any critical reflection endeavour. It also makes a strong case for consideration of students as possible generators of new knowledge within relevant disciplines, along the lines of Kohlrauschian pedagogy, and thus calls for learning that promotes certain levels of students' active agency in learning and research -a consideration in higher education teaching and learning that is worthy of attention in the era where heutagogical discourses are becoming increasingly relevant in higher education (Blaschke, 2012;Blaschke, 2013;Blaschke et al., 2014;Blaschke et al., 2015). Heutagogy has strong characteristics of self-determination, autonomy, active agency, technology savvy, and students' contribution to disciplinary scholarship, even at advanced undergraduate level. ...
This book offers insightful reflections on academic development practices. The contributors engage the reader painstakingly in the dynamics of professional learning and effective teaching. This volume facilitates the examination of the need for reflection that leads to professional maturity. All educational institutions seek teachers who continuously search for effective strategies in improving student success. The contributors uncover a variety of approaches as they evince proven suggestions. The chapters are refreshing and edifying. This book is essential for all teachers, lecturers and trainers who want to improve their teaching practice immensely.
... This approach is described as heutagogy, or self-determined learning. Heutagogy places the student at the centre of educational strategy and focuses on cultivating students' autonomy, capabilities and collaboration skills to prepare them to intervene in increasingly complex global contexts (Blaschke, Kenyon, & Hase, 2014). Robinson (2010) asserts that we need a new educational paradigm modelled on criteria that model workplace complexity and ambiguity brought on by systemic flux and transformation, rather than on the traditional 'us and them', 'teacher and student' or 'master and apprentice' of the industrial model. ...
This paper aims to analyse various methodologies and identify the changing sectoral and educational needs with a design education focus, which could benefit a transitional education model to adapt to the shifting paradigms. This paper is intended to be an educational resource that discusses academic approaches and proposes a model as a supportive framework for designers and educators to consider peri-pandemic, post-pandemic and other potential future scenarios. It also examines how the design education addresses current shifting paradigms and how to improve research and education and suggests continuing to effectively adopt new methodologies to educate next generations of designers with appropriate knowledge, tools and skills across collaborative practices between academia and industry.
... Malah, Ibnu Khaldun juga menegaskan bahawa proses pembelajaran melalui pengalaman merupakan salah satu kaedah untuk menambah ilmu pengetahuan dan kemahiran murid (Ibnu Khaldun, 2002). Dengan cara ini, murid akan dapat merasai pengalaman belajar disamping mengetahui tentang proses dan sumber pelajaran itu sendiri (Blaschke et al., 2014;Fisk, 2017). Apabila murid menjadi agen utama dalam pendekatan heutagogi, mereka akan mengalami proses pembelajaran secara semula jadi (Hase & Kenyon, 2007). ...
Abstrak: Elemen kolaborasi adalah penting dalam pengajaran guru Pendidikan Islam untuk mengetengahkan pembelajaran kendiri seperti heutagogi. Bagi mencapai kemenjadian murid dalam penyampaian pendidikan, kolaborasi dapat membantu usaha memfokuskan pembelajaran berpusatkan murid. Namun, bagaimanakah elemen kolaborasi dibentuk oleh guru Pendidikan Islam di sekolah menengah semasa proses pengajaran dengan pendekatan heutagogi? Justeru itu, bagi menjawab persoalan ini, penyelidikan menggunakan kaedah kualitatif dengan reka bentuk kajian kes telah dijalankan. Data dikutip melalui kaedah temu bual separa berstruktur dan penelitian terhadap dokumen. Seramai empat orang guru Pendidikan Islam sekolah menengah dari empat buah sekolah berbeza di empat buah negeri telah dipilih sebagai peserta kajian dengan menggunakan kaedah pensampelan bertujuan. Empat kriteria ditetapkan, iaitu; 1) menampilkan pengajaran dengan pendekatan heutagogi, 2) menerima pengiktirafan berkaitan pengajaran, 3) mempunyai ikhtisas dan mengajar mata pelajaran Pendidikan Islam, dan 4) sukarela dan memberikan kerjasama. Selain itu, kajian ini juga melibatkan empat orang murid dari sekolah yang terlibat sebagai sokongan kepada data yang diperolehi. Data dikumpulkan melalui kaedah temu bual dan analisis dokumen. Data temu bual ditranskripsikan dan dianalisis secara bertema dan seterusnya ditriangulasikan dengan analisis dokumen. Perbandingan antara data dalam kalangan peserta kajian dibuat agar dapat membentuk tema yang tepat. Dapatan kajian menunjukkan terdapat empat cara elemen kolaborasi dibentuk dalam pengajaran dan pembelajaran guru iaitu gerak kerja berkumpulan, variasi kemahiran kumpulan, penggunaan teknologi dan penglibatan bersama komuniti. Dapatan ini dapat memberi impak kepada guru khususnya dan pentadbir sekolah amnya untuk memperbaiki kaedah pengajaran agar segerak dengan keperluan semasa murid. Malah, penerapan kolaborasi terhadap murid juga berupaya membuka ruang pembelajaran yang lebih luas untuk penglibatan pihak tertentu dalam membantu kemajuan pendidikan negara. Abstract: To emphasise self-learning through heutagogy, Islamic Education teachers need to incorporate elements of collaboration into their lessons. Efforts to focus on student-centered learning can be improved by collaborating with other educational institutions. However, how are Islamic Education teachers in secondary schools able to develop a collaborative aspect during the teaching process using heutagogical approaches? It was therefore decided to
... Therefore, curricula should be centered on students becoming self-determined with four essential characteristics: (i) The student acts autonomously; (ii) their behavior(s) are self-regulated; (iii) the student initiates a response to an event(s) in a psychologically empowered manner; and (4) the student acts in a self-realizing manner (Wehmeyer & Field, 2007 Furthermore, self-determined learning can be easily integrated with Thailand's National Qualifications Framework for Higher Education, especially the learning domain that asks "students to accept personal and social responsibility, and to plan and take responsibility for their own learning" (TQF). In this sense, Heutagogy and self-determined learning transforms the 3 C's of Education 2.0 (communication, collaboration, critical thinking), into Education 3.0 (connectors, creators, and constructivists) (Blaschke et al., 2014). Moreover, to assist in higher education, the Self-determined Model of Instruction (SDMI) was developed by the Kansas University Center to help students (i) set goals; (ii) make choices and decisions; (iii) develop plans to reach goals; and (iv) track progress toward goals (Self-determination, 2020). ...
In the following inquiry, Inclusive Practitioner Research (IPR) was used to address ubiquitous language learning at a local Thai international college in light of COVID-19 restrictions. Using Exploratory Practice (EP) (Hanks, 2017) and Manen’s Action Sensitive Pedagogy (ASP) (Manen, 2015), local students’ online language learning experiences were explored through an existential lens. The purpose of the inquiry was to better understand local students’ Ubiquitous Learning (UL) experiences through existential writing assignments as they used English as a Medium of Instruction (EMI). In addition, emerging technologies and emerging pedagogies were used to help students make sense of their learning experiences. Experiential data was collected during COVID-19 restrictions through observation, anecdotal narratives, interviews, and writing protocols. Using ASP (Manen, 2015) the data was analyzed in two phases, demonstrating that “local” students using EMI online can benefit from Ubiquitous Learning when assignments are personalized using existential themes. Using existential themes allows students opportunities to explore academic content in relation to their lives, by giving aspiring international students the time and space to explore academic content existentially. As a result, Thai international students were introduced to self-perpetuating forms of motivation through self-determined learning (SDL).
... Microlearning enables HCPs to learn through succinct, easy-to-digest, and short-duration educational activities. It capitalises on Web 2.0 technologies to engage HCPs and promote selfdetermined learning among a self-motivated professionally qualified audience, in keeping with the principles of heutagogy [2,3]. This theory enables creativity as well as flexibility, and above all the ability of learners to engage in self-directed and selfdetermined learning. ...
Within the background where education is increasingly driven by the economies of scale and research funding, we propose an alternative online open and connected framework (OOC) for building global learning communities using mobile social media. We critique a three year action research case study involving building collaborative global learning communities around a community of practice of learning researchers and practitioners. The results include the development of a framework for utilising mobile social media to support collaborative curriculum development across international boundaries. We conclude that this framework is potentially transferrable to a range of educational contexts where the focus is upon student-generated mobile social media projects. Keywords: community of practice; mlearning; global collaboration framework (Published: 6 September 2013) Citation: Research in Learning Technology 2013, 21 : 21955 - http://dx.doi.org/10.3402/rlt.v21i0.21955
Mobile learning (m-learning) has moved beyond the realms of fantasy to become a viable platform for contextual learning that bridges formal and informal learning environments. This paper overviews how mobile Web 2.0 has been instrumental in facilitating pedagogical change and informing an institution's new e-learning strategy that focuses upon social constructivist pedagogies. The project developed an intentional community of practice model for supporting new technology integration, pedagogical development, and institutional change. Beginning with a small selection of early adopter trials, the results of the research are now informing a wider integration of wireless mobile computing.
In this chapter the authors present the concept of Learner-Generated Contexts as a potential framework through which the more effective use of technology to support learning might be supported and engendered. In particular, they concentrate on the theoretical grounding for consideration of LearnerGenerated Contexts as a context-based model and organizing principle for designing learning and as a means of elucidating what institutional practices might support or retard their development. In so doing, the authors offer a model for the learning-teaching process based upon the Russian concept of "obuchenie" and a reconsideration of pedagogic design based upon a combinatory model termed the "PAH continuum. "
Many contemporary constructivists are particularly attuned to Dewey's penetrating criticism of traditional epistemology, which offers rich alternatives for understanding processes of learning and education, knowledge and truth, and experience and culture. This book, the result of cooperation between the Center for Dewey Studies at Southern Illinois University Carbondale, and the Dewey Center at the University of Cologne, provides an excellent example of the international character of pragmatist studies against the backdrop of constructivist concerns. As a part of their exploration of the many points of contact between classical pragmatism and contemporary constructivism, its contributors turn their attention to theories of interaction and transaction, communication and culture, learning and education, community and democracy, theory and practice, and inquiry and methods.Part One is a basic survey of Dewey's pragmatism and its implications for contemporary constructivism. Part Two examines the implications of the connections between Deweyan pragmatism and contemporary constructivism. Part Three presents a lively exchange among the contributors, as they challenge one another and defend their positions and perspectives. As they seek common ground, they articulate concepts such as power, truth, relativism, inquiry, and democracy from pragmatist and interactive constructivist vantage points in ways that are designed to render the preceding essays even more accessible. This concluding discussion demonstrates both the enduring relevance of classical pragmatism and the challenge of its reconstruction from the perspective of the Cologne program of interactive constructivism.
Every day, teachers design and test new ways of teaching, using learning technology to help their students. Sadly, their discoveries often remain local. By representing and communicating their best ideas as structured pedagogical patterns, teachers could develop this vital professional knowledge collectively