M-Heutagogy Acceptance among Students of Higher Education Institutions: The Conceptual Framework

Hamdan, Analisa; Wong, Kung‐Teck; Salleh, Nor Syazwani Mat

doi:10.6007/ijarbss/v11-i6/10392

Cited by 3 publications

(3 citation statements)

References 64 publications

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“…Self-determined learning highlights the notion of non-linear learning in which learning can take place virtually at anytime and anywhere (Blaschke & Hase, 2015). The application of ICT has been prevalent in the context of higher education (Hamdan et al, 2021; Rana & Rana, 2020; Shen & Ho, 2020; Tømte et al, 2019). For example, an experimental study by Yilmaz and Keser (2016) investigated the impact of technology-enhanced learning combined with reflective thinking activities on students’ academic success, social presence perception, and motivation.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Psychometric Properties Assessment of Postgraduate Self-Determined Learning Questionnaire (PSLQ): A Mixed Method Approach

Chia Chun,

Samsudin,

Abdullah

2024

Sage Open

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Postgraduate students need to be equipped with self-determined learning skills in order to meet the demands of higher degree and employment in the fourth industrial revolution (IR 4.0) environment. However, the lack of analysis conducted on item level for validating the measurement of postgraduate students’ self-determined learning skills prompted the development of The Postgraduate Self-determined Learning Questionnaire (PSLQ) to fill in the research gaps. This paper aimed to assess the psychometric properties of the newly developed 42-item instrument through a mixed method approach as no study has evaluated the psychometric properties of PSLQ at the item level through Rasch model analysis. Quantitatively, 440 postgraduate students were sampled from a higher education institution in Malaysia to answer the questionnaire. Qualitatively, 10 respondents from science and non-science disciplines were interviewed. The paper reports findings on the psychometric properties of PSLQ through Rasch Rating Analysis and participants’ perspectives on the item validity. The results revealed that the items in PSLQ demonstrated good psychometric properties for the measurement of self-determined learning skills of postgraduate students. Implications of the study were discussed in this paper. Future studies can further investigate the psychometric properties of PSLQ according to students’ discipline of study.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Psychometric Properties Assessment of Postgraduate Self-Determined Learning Questionnaire (PSLQ): A Mixed Method Approach

Chia Chun,

Samsudin,

Abdullah

2024

Sage Open

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“…Heutagogy is a progression approach from pedagogy to andragogy and heutagogy (Canning, 2010). The technological development in online learning and online tutorial offers unique opportunities for using heutagogy as a pedagogical framework (Analisa Hamdan et al, 2021;Narayan & Herrington, 2014). According to Hase and Kenyon (2007), heutagogy refers to selfdetermined learning and applies a holistic approach to enhance and develop the next generation learners' abilities and capabilities (Blaschake, 2021;Porman Lumban Gaol, 2020;Qismullah Yusuf & Yunisrina Qismullah Yusuf, 2018).…”

Section: Heutagogy In Next Generation Learning Spaces (Ngls)mentioning

confidence: 99%

“…Heutagogical and technological practices capture the attention and discussion in promoting stakeholder engagements, especially for relevant contributions in terms of teachers' training, policies, and teachers skills to ensure the realization of new NGLS in both physical and virtual space (Dewantara & Dibia, 2021;Kenyon & Hase, 2001). In the development of the collaboration networks among teachers and students, critical issues raised include connectivity, teachers' roles in learning spaces finding the ways to solve the conflicts in applying the technology in the heutagogy approach (Analisa Hamdan et al, 2021;Edwards et al, 2021;Langdon Warren, 2021)..…”

Section: Heutagogy In Next Generation Learning Spaces (Ngls)mentioning

confidence: 99%

Application of Fuzzy Delphi Method (FDM) in Development of the Heutagogical and Technological Practices in Next Generation Learning Spaces (NGLS) Framework

Jaya,

Zaharudin,

Yaakob

et al. 2022

ICCCM JSSH

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The usability of suitable pedagogical strategies and activities in the classroom is a vital key in Malaysian education. Teachers need the transition from the conventional pedagogical approaches to digitalization approaches with student-centred. The teacher should move faster from the pedagogy, andragogy to the heutagogy approach, focusing on technology integration in teaching and learning. The Fuzzy Delphi Method is used in this article to develop heutagogical and technological practises in Next Generation Learning Spaces (FDM). Thirteen experts in curriculum, pedagogical and technology are involved in this research. The threshold value for the accepted elements for pedagogy strategies is 0.133, and the value (d) construct is 0.153 for teaching and learning activities. Hence the value (d) construct for the online tutorial is 0.050 and for online learning, the value (d) construct is 0.177. Therefore, the threshold value described the (d) value is lower than 0.2 (d ≤ 0.2), which shows the acceptable elements indicator in FDM. The overall findings demonstrated the experts' consensus range between 75% to 100%. The α-cut value for acceptable elements also shows ≥ 0.5, a range value between 0.792 and 0.967. The defuzzification process will shift the ranking of the elements in developing the NGLS framework in teachers' pedagogy and technological practices. This research definitely creates a new transition in heutagogical and technological practices for Next Generation Learning Spaces to enhance education in the digital age.

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Managing Heutagogy during COVID-19 Pandemic via Virtual Learning and its impact on Academic Identity Status and Communities of Practice (COP)

Mumin

Valdez

2023

J. Mgt. Mkt. Review

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Objective - The main objective is to examine the experience using a hauntological approach during an online learning phase on fresh undergraduates during the pandemic and to determine undergraduates’ Academic Identity Status (AIS) and awareness of Communities of practice (COP). Methodology - The respondents are 34 first-year undergraduate students at the university via mixed methods that comprised of classroom observations, online questionnaires, and online interviews. Findings –The results show that respondents were not ready to embrace heutagogy and virtual learning affected the respondents’ academic identity status and their awareness of their Community of Practice (COP) Novelty - The paper addresses new findings in experiences of using a hauntological approach during the COVID-19 pandemic and its impact on academic identity status and COP awareness. The implication of this study suggests the need to develop a conceptual framework for a hauntological approach that could be accustomed to a large classroom and a virtual platform. Type of Paper: Empirical JEL Classification: I23, I29 Keywords: Pandemic; online learning; Academic Identity Status; Communities of Practice; Heutagogy. Reference to this paper should be made as follows: Mumin, M.A; Valdez, N.P. (2023). Managing Heutagogy during COVID-19 Pandemic via Virtual Learning and its impact on Academic Identity Status and Communities of Practice (COP), J. Mgt. Mkt. Review, 8(1), 45 – 62. https://doi.org/10.35609/jmmr.2023.8.1(6)

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M-Heutagogy Acceptance among Students of Higher Education Institutions: The Conceptual Framework

Cited by 3 publications

References 64 publications

Psychometric Properties Assessment of Postgraduate Self-Determined Learning Questionnaire (PSLQ): A Mixed Method Approach

Psychometric Properties Assessment of Postgraduate Self-Determined Learning Questionnaire (PSLQ): A Mixed Method Approach

Application of Fuzzy Delphi Method (FDM) in Development of the Heutagogical and Technological Practices in Next Generation Learning Spaces (NGLS) Framework

Managing Heutagogy during COVID-19 Pandemic via Virtual Learning and its impact on Academic Identity Status and Communities of Practice (COP)

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