HEUTAGOGY – AN APPROPRIATE FRAMEWORK FOR COMPUTER AIDED LEARNING COURSE WITH POST-GRADUATE TEACHER STUDENTS

Authors

  • Ioana Gabriela Marcut Lucian Blaga University of Sibiu
  • Carmen Maria Chisiu Lucian Blaga University of Sibiu

Keywords:

heutagogy, self-determined learning, computer aided learning, student-centered learning,

Abstract

This study is a practical action research. Its purpose is to explore the practicality
and applicability of heutagogy for post-graduate students who are preparing to
become teachers. The necessity to use a heutagogical framework derives from the
fact that students are very different as specialization and level of abilities in using
computer and mobile devices. At the same time, they are mature learners, with a
bachelor’s degree in diverse fields. The pedagogical research comprises three
principal stages: the preliminary stage, to determine the degree of diversity in the
students’ group; the pedagogical intervention, and the research evaluation.
Computer aided learning is a course whose main outcome is to enable future
teachers to use computer and mobile devices in the classroom. Technology has now
a spectacular evolution and, to be able to manipulate it in the future, the teachers
have to become lifelong learners. Heutagogy can empower them with capabilities
like self-efficacy, communication and teamwork skills, creativity, positive values
and self-determined learning. The results of the research confirm that the
heutagogy is an appropriate framework for the teachers’ education in academic
post-graduate studies.

References

Anderson, T. (2010). Theories for learning with emerging technologies. In G. Veletsianos

(Ed.), Emerging technologies in distance education. Edmonton: Athabasca University

Press

Ashton, J., & Newman, L. (2006). An unfinished symphony: 21st century teacher education

using knowledge creating heutagogies. British Journal of Educational Technology,37(6),

pp. 825-840

Ashton, J., & Elliott, R. (2007). Juggling the balls – study, work, family and play: Student

perspectives on flexible and blended heutagogy. European Early Childhood

EducationResearch Journal, 15(2), pp. 167-181

Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human

behavior (Vol. 4, pp. 71-81). New York, NY: Academic Press.

Bhoryrub, J., Hurley, J., Neilson, G.R., Ramsay, M., & Smith, M. (2010). Heutagogy: An

alternative practice based learning approach. Nurse Education in Practice, 10(6), pp. 322-

Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice

and self-determined learning. The International Review of Research in Open and Distance

Learning (IRRODL), 13(1), pp. 56-71.

Blaschke, L. M., Hase, S. (2016). Heutagogy: a holistic framework for creating twenty-firstcentury

self-determined learners. In Gros, B.; Kinshuk; Maina, M. (Eds.) The Future of

Ubiquitous Learning, Lecture Notes in Educational Technology, Springer-Verlag Berlin

Heidelberg, pp. 25-40

Choy, S. (2002). Nontraditional undergraduates (NCES 2002-012). Washington, DC: U.S.

Government Printing Office

Cochrane, T., & Bateman, R. (2010). Smartphones give you wings: Pedagogical affordances

of mobile Web 2.0. Australasian Journal of Educational Technology, 26(1), pp. 1-14

Creswell, J. (2012). Educational research: planning, conducting and evaluating quantitative

and qualitative research, Fourth edition, Boston: Pearson

Cretu, D. (2015). Metodologia cercetarii educationale, Editura Universitatii Lucian Blaga,

Sibiu, Romania

Delahaye, B. L., & Ehrich, L. C. (2008). Complex learning preferences and strategies of older

adults. Educational Gerontology, 34, pp. 649-662

Dyson, M. (2010). What might a person-centered model of teaching education look like in the

st century? The transformism model of teacher education. Journal of Transformative

Education, 8, pp. 3–21

Gardner, A., Hase, S., Gardner, G., Dunn, S.V., & Carryer, J. (2008). From competence to

capability: A study of nurse practitioners in clinical practice. Journal of ClinicalNursing,

(2), pp. 250-258

Haber-Curran, P. & Tillapaugh, D. (2015). Student-centered transformative learning in

leadership education: an examination of the teaching and learning process. Journal of

Transformative Education13(1), pp. 65-84

Hase, S. & Kenyon, C. (2007). Heutagogy: A child of complexity theory. Complicity: An

International Journal of Complexity and Education, 4(1), pp. 111-119

Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. Accessed 18.01.2016 at:,

http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.html

Jameson, M., & Fusco, B. (2014). Math anxiety, math self-concept, and math self-efficacy in

adult learners compared to traditional undergraduate students. Adult Education Quarterly,

(4), pp. 306-322

Kenyon, C., & Hase, S. (2010). Andragogy and heutagogy in postgraduate work. In T. Kerry

(Ed.), Meeting the challenges of change in postgraduate education. London: Continuum

Press.

Kerka, S. (1995). Adult learner retention revisited (ERIC Digest No. 166). Columbus, OH:

ERIC Clearinghouse on Adult Career and Vocational Education

Lieb, S. (1999). Principles of adult learning [Online resource]. Retrieved from http://www2.

honolulu.hawaii.edu/facdev/guidebk/teachtip/teachtip.htm

Lynch, J., & Bishop-Clark, C. (1994). The influence of age in college classrooms: Some new

evidence. Community College Review, 22, pp. 3-12

Mezirow, J. M. (2000). Learning to think like an adult: Core concepts of transformation

theory. In J. M. Mezirow and Associates (Eds.), Learning as transformation: Critical

perspectiveson a theory in progress (pp. 3-33). San Francisco, CA: Jossey-Bass.

Narayan, V., & Herrington, J. (2014). Towards a theoretical mobile heutagogy framework. In

B.Hegarty, J. McDonald, & S.-K. Loke (Eds.), Rhetoric and Reality: Critical perspectives

on educationaltechnology,Proceedings ascilite Dunedin NZ,pp. 150-160

Ritt, E. (2008). Redefining tradition: Adult learners and higher education. Adult Learning, 19,

pp. 12-16

Ross-Gordon, J. M. (2011). Research on adult learners: Supporting the needs of a student

population that is no longer nontraditional. Peer Review, 13(1), Returning Adult Students,

pp. 26-29

Sachs, J. (2001). A path model for adult learner feedback. Educational Psychology, 21, pp.

-275

Silverstein, N. M., Choi, L. H., & Bulot, J. J. (2001). Older learners on campus. Gerontology

& Geriatrics Education, 22, pp. 13-30

Stokes, P. J. (2006). Hidden in plain sight: Adult learners forge a new tradition in higher

education (The Secretary of Education’s Commission on the Future of Higher Education

IssuePaper)

Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the

literature and future directions. Review of Educational Research, 78, pp. 751-796

Downloads

Published

2018-12-21