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

Lisa Marie Blaschke

890 citations0/0 files storedThe International Review of Research in Open and Distributed Learning

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Educational Leadership and Innovation Online and Blended Learning Innovative Teaching and Learning Methods

Abstract

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.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 890 citations exist upstream.

References

1985The Reflective Practitioner: How Professionals Think in Action 1984The reflective practitioner: How professionals think in action 1997Transformative Learning: Theory to Practice 1975Self-directed learning: A guide for learners and teachers 1976Self-Directed Learning, A Guide for Learners and Teachers 2001Andragogy and Self‐Directed Learning: Pillars of Adult Learning Theory 2011Distance Education: A Systems View of Online Learning

Cited by

2015The evidence for ‘flipping out’: A systematic review of the flipped classroom in nursing education 2021Successful design and delivery of online professional development for teachers: A systematic review of the literature 2018Distance Learning—Predictions and Possibilities 2022Innovative pedagogical principles and technological tools capabilities for immersive blended learning: a systematic literature review 2015Heutagogy: A Holistic Framework for Creating Twenty-First-Century Self-determined Learners 2020Developing lifelong learning with heutagogy: contexts, critiques, and challenges

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.