Heutagogy: An alternative practice based learning approach

Bhoyrub, John; Hurley, John; Neilson, Gavin R.; Ramsay, Mike; Smith, Margaret Coulter

doi:10.1016/j.nepr.2010.05.001

Cited by 86 publications

(48 citation statements)

References 40 publications

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“…moves educators a step closer toward better addressing the needs of adult learners in complex and changing work environments (Bhoryrub et al, 2010).…”

Section: )mentioning

confidence: 99%

“…A heutagogical learning environment facilitates development of capable learners and emphasizes both the development of learner competencies as well as development of the learner's capability and capacity to learn (Ashton & Newman, 2006;Bhoryrub, Hurley, Neilson, Ramsay, & Smith, 2010;Hase & Kenyon, 2000). A renewed interest in heutagogy has also been generated by Web 2.0 as a result of the affordances of social media that complement and support this learning approach.…”

Section: Introductionmentioning

confidence: 99%

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

Blaschke

2012

IRRODL

509

294

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<p>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.</p>

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“…moves educators a step closer toward better addressing the needs of adult learners in complex and changing work environments (Bhoryrub et al, 2010).…”

Section: )mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Blaschke

2012

IRRODL

509

294

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“…O contexto de saúde envolve transformações e adaptações constantes, decorrendo de questões tais como crescimento demográfico, maior expectativa de vida e envelhecimento da população, doenças infectocontagiosas, envolvimento crescente com drogas e, por outro lado, uma população cada vez mais consciente sobre temas de saúde, a deficiência dos sistemas de atendimento em saúde, a tecnologia e os avanços da ciência nesse campo. O aumento da intensidade e complexidade do atendimento, por enfermeiros, exige programas de formação que comportem o preparo do aprendiz para adaptar-se e para gerenciar as mudanças sociais (Bhoyrub et al, 2010). O administrador deve ter consciência dessa realidade e ter habilidades para infundir essa transformação nos desenhos dos currículos.…”

Section: Competência Para Administrar Programas Educativos Para Adultosunclassified

Competências Andragógicas Dos Docentes Enfermeiros Que Atuam Na Graduação Em Enfermagem Paulistana

Draganov

Sanna

2016

Trab. educ. saúde

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Resumo O objetivo foi avaliar o nível de desempenho do enfermeiro docente nas competências essenciais para a educação de adultos, na perspectiva andragógica. Estudo descritivo, comparativo, transversal, quantitativo, foi desenvolvido com 226 docentes enfermeiros que atuavam em vinte cursos de graduação em enfermagem. Utilizou-se estatística descritiva, testes não paramétricos e software Minitab® 16. A população tinha predominantemente entre 46-55 anos, era majoritariamente do gênero feminino, formou-se em escola pública e cursou especialização, mestrado e menos da metade também doutorado. Os professores se consideraram aquém do nível que deveriam ter para a educação de adultos, encontravam-se distantes do ideal para as competências que almejavam alcançar e declararam domínio maior para facilitar a aprendizagem do que para desenvolver e administrar programas de educação de adultos. Concluiu-se que o nível de desempenho dos docentes foi homogêneo, não havendo diferenças significativas na comparação dos resultados com as características da população. Palavras-chave educação superior; docentes de enfermagem; modelos educacionais. AbstractThe aim was to evaluate the level of performance of the teaching nurse in core competencies in adult education from the andragogical perspective. This descriptive, comparative, cross-sectional, quantitative study was carried out with 226 teacher nurses working at twenty undergraduate nursing courses. Descriptive statistics, nonparametric tests and the Minitab® 16 software were used. The population's age ranged, predominantly, from 46 to 55 years, they were mostly female, had graduated from public schools and attended specialization and master's degree courses; fewer than half held doctorates. The professors considered themselves below the level they should be at for adult education, distant from the ideal for the skills they sought to achieve, and stated they had more control to facilitate learning than to develop and manage adult education programs. It was concluded that the professors' performance levels were homogeneous, with no significant differences when comparing the results with the population's characteristics.

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“…The focus of heutagogy is on the development of learner capacity and capability with the goal of producing learners who are prepared to deal properly with the unforeseeable complexities of today's workplace (Blaschke, 2012). Applying heutagogy's qualities to educational approaches to complex and unpredictable settings, such as the practice-based and in-situ learning of nurses in clinical environments, has been particularly valued (Bhoyrub, Hurley, Neilson, Ramsay, & Smith, 2010). In the field of distance learning, the renewed interest in self-directed and self-regulated learning approaches has been linked to the advent of Web 2.0 and social media because they facilitate learner centredness and selfdirectedness, for example by enabling information discovery, connectivity with others and learnergenerated content (Blaschke, 2012;Dabbagh & Kitsantas, 2012).…”

Section: Social Media Supervision and The Development Of Self-determentioning

confidence: 99%

Supervision on Social Media: Use and Perception of Facebook as a Research Education Tool in Disadvantaged Areas

Pimmer

Chipps

Brysiewicz

et al. 2016

IRRODL

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This exploratory study investigates how a typically disadvantaged user group of older, female learners from rural, low-tech settings used and perceived a Facebook group as a research supervision and distance learning tool over time. The within-stage mixed-model research was carried out in a module of a part-time, advanced midwifery education course in rural South Africa. To address the research questions, three quantitative and qualitative surveys were repeated, pre, post, and three months post evaluation. The findings indicate that using the social media space lowered learners' threshold to accessing educational resources. The increased ease of communication was afforded in particular by using mobile phones to access the space. The analysis also suggests that the social networking site became a more integral part of students' learning environments. The learners' use of the site to discuss further course and work-related issues increased during the intervention and also remained significantly higher in the three-month, post evaluation survey, indicating the routinisation and habitualisation of this learning space. The practical implications and constraints of using social networking spaces to enhance disadvantaged groups of learners' access to educational resources are discussed.

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Heutagogy: An alternative practice based learning approach

Cited by 86 publications

References 40 publications

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

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

Competências Andragógicas Dos Docentes Enfermeiros Que Atuam Na Graduação Em Enfermagem Paulistana

Supervision on Social Media: Use and Perception of Facebook as a Research Education Tool in Disadvantaged Areas

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