Developing lifelong learning with heutagogy: contexts, critiques, and challenges

References

• Abraham, R. R., & Komattil, R. (2017). Heutagogic approach to developing capable learners. Medical Teacher, 39(3), 295–299. https://doi.org/10.1080/0142159X.2017.1270433
   PubMed Web of Science ®Google Scholar
• Agonács, N., & Matos, J. F. (2019). Heutagogy and self-determined learning: A review of the published literature on the application and implementation of the theory. Open Learning, 34(3), 223–240. https://doi.org/10.1080/0142159X.2017.1270433
   Web of Science ®Google Scholar
• Agonács, N., Matos, J. F., Bartalesi-Graf, D., & O’Steen, D. N. (2020). Are you ready? Self-determined learning readiness of language MOOC learners. Education and Information Technologies, 25(2), 1161–1179. https://doi.org/10.1007/s10639-019-10017-1
   Web of Science ®Google Scholar
• Anders, A. (2015). Theories and applications of massive online open courses (MOOCs) : The case for hybrid design. The International Review of Research in Open and Distributed Learning, 16(6), 39–61. https://doi.org/10.19173/irrodl.v16i6.2185
   Web of Science ®Google Scholar
• Argyris, C., & Schon, D. (1978). Organizational learning: A theory of action perspective. Addison-Wesley.
   Google Scholar
• Arksey, H., & O’Malley, L. (2005). Scoping studies: towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616
   Google Scholar
• Ashton, J., & Elliott, R. (2007). Juggling the balls—study, work, family and play: Student perspectives on flexible and blended heutagogy. European Early Childhood Education Research Journal, 15(2), 167–181. https://doi.org/10.1080/13502930701321378
   Web of Science ®Google Scholar
• Ashton, J., & Newman, L. (2006). An unfinished symphony: 21st century teacher education using knowledge creating heutagogies. British Journal of Educational Technology, 37(6), 825–840. https://doi.org/10.1111/j.1467-8535.2006.00662.x
   Web of Science ®Google Scholar
• Bali, M., & Caines, A. (2018). A call for promoting ownership, equity, and agency in faculty development via connected learning. International Journal of Educational Technology in Higher Education, 15(46), 1–24. https://doi.org/10.1186/s41239-018-0128-8
   Web of Science ®Google Scholar
• Barack, L. (2020, April 1). Remote instruction presents opportunity to empower self-directed learning skills. Education Dive. https://www.educationdive.com/news/remote-instruction-presents-opportunity-to-empower-self-directed-learning-s/575116/
   Google Scholar
• Barbosa De Almeida Cabral, P., Riberiro Jorge, N., & van Valkenburg, W. (2017). MicroMasters: The pursuit of the Holy Grail in online learning. In G. Ubachs & L. Konings (Eds.), Proceedings of The Online, Open and Flexible Higher Education Conference (pp. 219–225). European Association of Distance Teaching Universities. https://www.narcis.nl/publication/RecordID/oai:tudelft.nl:uuid%3A47d74e35-856c-4f74-b48f-e8f07329652e
   Google Scholar
• Beaven, T., Hauck, M., Comas-Quinn, A., Lewis, T., & de los Arcos, B. (2014). MOOCs: Striking the right balance between facilitation and self-determination. MERLOT Journal of Online Learning and Teaching, 10(1), 31–43. https://jolt.merlot.org/vol10no1/beaven_0314.pdf
   Google Scholar
• Bhoyrub, J., Hurley, J., Neilson, G. R., Ramsay, M., & Smith, M. (2010). Heutagogy: An alternative practice based learning approach. Nurse Education in Practice, 10(6), 322–326. https://doi.org/10.1016/j.nepr.2010.05.001
   PubMedGoogle Scholar
• 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 Distributed Learning, 13(1), 56–71. https://doi.org/10.19173/irrodl.v13i1.1076
   Web of Science ®Google Scholar
• Blaschke, L. M. (2013). E-learning and self-determined learning skills. In S. Hase & C. Kenyon (Eds.), Self-determined learning: Heutagogy in action (pp. 55–67). Bloomsbury.
   Google Scholar
• Blaschke, L. M. (2014). Using social media to engage and develop the online learner in self-determined learning. Research in Learning Technology, 22, 1–23. https://doi.org/10.3402/rlt.v22.21635
   Google Scholar
• Blaschke, L. M. (2018). Self-determined learning (heutagogy) and digital media creating integrated educational environments for developing lifelong learning skills. In D. Kergel, B. Heidkamp, P. Telleus, T. Rachwal, & S. Nowakowski (Eds.), The digital turn in higher education (pp. 129–140). Springer. https://doi.org/10.1007/978-3-658-19925-8_10
   Google Scholar
• Blaschke, L. M. (2019). The pedagogy–andragogy–heutagogy continuum and technology-supported personal learning environments. In I. Jung (Ed.), Open and distance education theory revisited: Implications for the digital era (pp. 75–84). Springer. https://doi.org/10.1007/978-981-13-7740-2_9
   Google Scholar
• Blaschke, L. M., & Hase, S. (2015). Heutagogy, technology, and lifelong learning for professional and part-time learners. In A. Dailey-Hebert & K.S. Dennis (Eds.), Transformative perspectives and processes in higher education (pp. 75–94). Springer. https://doi.org/10.1007/978-3-319-09247-8_5.
   Google Scholar
• Blaschke, L. M., & Hase, S. (2016). Heutagogy: A holistic framework for creating twenty-first-century self-determined learners. In B. Gros, Kinshuk, & M. Maina (Eds.), The future of ubiquitous learning, lecture notes in educational technology (pp. 25–40). Springer. https://doi.org/10.1007/978-3-662-47724-3_2
   Google Scholar
• Bonk, C. J., Lee, M. M., Reeves, T. C., & Reynolds, T. H. (2017). The emergence and design of massive open online courses (MOOCs). In R. A. Reiser & J. V. Demsey (Eds.), Trends and issues in instructional design and technology (4th ed., pp. 250–258). Pearson.
   Google Scholar
• Brenan, M. (2020, March 31). 42% of parents worry COVID-19 will affect child’s education. Gallup. https://news.gallup.com/poll/305819/parents-worry-covid-affect-child-education.aspx
   Google Scholar
• Brown, T. H., & Mbati, L. S. (2015). Mobile learning: Moving past the myths and embracing the opportunities. The International Review of Research in Open and Distributed Learning, 16(2), 115–135. https://doi.org/10.19173/irrodl.v16i2.2071
   Web of Science ®Google Scholar
• Canning, N. (2010). Playing with heutagogy: Exploring strategies to empower mature learners in higher education. Journal of Further and Higher Education, 34(1), 59–71. https://doi.org/10.1080/03098770903477102
   Google Scholar
• Canning, N., & Callan, S. (2010). Heutagogy: spirals of reflection to empower learners in higher education. Reflective Practice, 11(1), 71–82. https://doi.org/10.1080/14623940903500069
   Google Scholar
• Carpenter, J. P., & Green, T. D. (2017). Mobile instant messaging for professional learning: Educators’ perspectives on and uses of Voxer. Teaching and Teacher Education, 68, 53–67. https://doi.org/10.1016/j.tate.2017.08.008
   Web of Science ®Google Scholar
• Carpenter, J. P., & Linton, J. N. (2016). Edcamp unconferences: Educators’ perspectives on an untraditional professional learning experience. Teaching and Teacher Education, 57, 97–108. https://doi.org/10.1016/j.tate.2016.03.004
   Web of Science ®Google Scholar
• Carpenter, J. P., & Linton, J. N. (2018). Educators’ perspectives on the impact of Edcamp unconference professional learning. Teaching and Teacher Education, 73, 56–69. https://doi.org/10.1016/j.tate.2018.03.014
   Web of Science ®Google Scholar
• Carr, A., Balasubramanian, K., Atieno, R., & Onyango, J. (2018). Lifelong learning to empowerment: beyond formal education. Distance Education, 39(1), 69–86. https://doi.org/10.1080/01587919.2017.1419819
   Web of Science ®Google Scholar
• Cochrane, T., & Narayan, V. (2013). Redesigning professional development: reconceptualising teaching using social learning technologies. Research in Learning Technology, 21, 158–169. https://doi.org/10.3402/rlt.v21i0.19226
   Google Scholar
• Cochrane, T., & Rhodes, D. (2013). iArchi[tech]ture: Developing a mobile social media framework for pedagogical transformation. Australasian Journal of Educational Technology, 29(3), 372–386. https://doi.org/10.14742/ajet.191
   Web of Science ®Google Scholar
• Cochrane, T., Sissons, H., Mulrennan, D., & Pamatatau, R. (2013). Journalism 2.0: Exploring the impact of mobile and social media on journalism education. International Journal of Mobile and Blended Learning, 5(2), 22–38. https://doi.org/10.4018/jmbl.2013040102
   Google Scholar
• Cook, V. S., & Gregory, R. L. (2018). Emerging technologies: It’s not what you say - It’s what they do. Online Learning, 22(3), 121–130. https://doi.org/10.24059/olj.v22i3.1463
   Web of Science ®Google Scholar
• Deming, D. (2020, April 9). Online learning should return to a supporting role. The New York Times. https://www.nytimes.com/2020/04/09/business/online-learning-virus.html
   Google Scholar
• Durkin-Boyle, L. (2017). Heutagogies’ place in prior learning asssessment (PLA). Assessment Update, 29(4), 5–7. https://doi.org/10.1002/au.30100
   Google Scholar
• Eachempati, P., Kumar, K., Komattil, R., & Ismail, A. R. H. (2017). Heutagogy through Facebook for the millennial learners. MedEdPublish, 6(4), 1–12. https://doi.org/10.15694/mep.2017.000194
   Google Scholar
• Eberle, J. H. (2013). Lifelong learning. In S. Hase & C. Kenyon (Eds.), Self-determined learning: Heutagogy in action (pp. 145–157). Bloomsbury.
   Google Scholar
• Faherty, A. (2015). Developing enterprise skills through peer-assessed pitch presentations. Education + Training, 57(3), 290–305. https://doi.org/10.1108/ET-02-2014-0013
   Web of Science ®Google Scholar
• Filipe, H. P., & Mack, H. G. (2019). Teaching through social media. Annals of Eye Science, 4(28), 1–11. https://doi.org/10.21037/aes.2019.07.02
   Google Scholar
• Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23. https://doi.org/10.1080/08923640109527071
   Google Scholar
• Green, J. K., & Huntington, A. D. (2017). Online professional development for digitally differentiated nurses: An action research perspective. Nurse Education in Practice, 22, 55–62. https://doi.org/10.1016/j.nepr.2016.11.009
   PubMed Web of Science ®Google Scholar
• Green, R. D., & Schlairet, M. C. (2017). Moving toward heutagogical learning: Illuminating undergraduate nursing students’ experiences in a flipped classroom. Nurse Education Today, 49, 122–128. https://doi.org/10.1016/j.nedt.2016.11.016
   PubMed Web of Science ®Google Scholar
• Gregory, S., & Bannister-Tyrrell, M. (2017). Digital learner presence and online teaching tools: Higher cognitive requirements of online learners for effective learning. Research and Practice in Technology Enhanced Learning, 12(1), 1–18. https://doi.org/10.1186/s41039-017-0059-3
   PubMedGoogle Scholar
• Gregory, S., Bannister-Tyrrell, M., Charteris, J., & Nye, A. (2018). Heutagogy in postgraduate education: Cognitive advantages for higher degree online students. In F. F. Padro, R. Erwee, M. A. Harmes, M. K. Harmes, & P. A. Danaher (Eds.), Postgraduate education in higher education (pp. 189–209). Springer. https://doi.org/10.1007/978-981-10-5249-1_32.
   Google Scholar
• Hase, S. (2009). Heutagogy and e-learning in the workplace: Some challenges and opportunities. Impact: Journal of Applied Research in Workplace E-Learning, 1(1), 43–52. https://doi.org/10.5043/impact.13
   Google Scholar
• Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. ultiBASE. https://webarchive.nla.gov.au/awa/20010220130000/http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm
   Google Scholar
• Hase, S., & Kenyon, C. (2007). Heutagogy: A child of complexity theory. Complicity: An International Journal of Complexity and Education, 4(1), 111–118. https://journals.library.ualberta.ca/complicity/index.php/complicity/article/view/8766/7086
   Google Scholar
• Hase, S., & Kenyon, C. (2013). The nature of learning. In S. Hase & C. Kenyon (Eds.), Self-determined learning: Heutagogy in action (pp. 19–35). Bloomsbury.
   Google Scholar
• Haworth, R. (2016). Personal learning environments: A solution for self-directed learners. TechTrends, 60(4), 359–364. https://doi.org/10.1007/s11528-016-0074-z
   Web of Science ®Google Scholar
• Hill, P. (2020, May 13). The COVID-fueled hybridization of higher education. Phil on EdTech. https://philonedtech.com/the-covid-fueled-hybridization-of-higher-ed/
   Google Scholar
• Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
   Google Scholar
• Holland, A. A. (2019). Effective principles of informal online learning design: A theory-building metasynthesis of qualitative research. Computers & Education, 128, 214–226. https://doi.org/10.1016/j.compedu.2018.09.026
   Web of Science ®Google Scholar
• Jones, C. (2016). Enterprise education: Towards the development of the heutagogical learner. The All Ireland Journal of Teaching and Learning in Higher Education, 8(1), 2541–25417. https://ojs.aishe.org/aishe/index.php/aishe-j/article/view/254/406
   Google Scholar
• Jones, C., Matlay, H., Penaluna, K., & Penaluna, A. (2014). Claiming the future of enterprise education. Education + Training, 56(8/9), 764–775. https://doi.org/10.1108/ET-06-2014-0065
   Google Scholar
• Jones, C., Penaluna, K., & Penaluna, A. (2019). The promise of andragogy, heutagogy and academagogy to enterprise and entrepreneurship education pedagogy. Education + Training, 61(9), 1170–1186. https://doi.org/10.1108/ET-10-2018-0211
   Web of Science ®Google Scholar
• Kanwar, A. S., Balasubramanian, K., & Umar, A. (2013). Lifelong learning in South Africa. International Journal of Continuing Education & Lifelong Learning, 5(2), 17–39.
   Google Scholar
• Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learning: The definitive classic in adult education and human resource development (8th ed.). Routledge.
   Google Scholar
• Kovanović, V., Joksimović, S., Poquet, O., Hennis, T., Čukić, I., de Vries, P., Hatala, M., Dawson, S., Siemens, G., & Gašević, D. (2018). Exploring communities of inquiry in massive open online courses. Computers & Education, 119, 44–58. https://doi.org/10.1016/j.compedu.2017.11.010
   Web of Science ®Google Scholar
• Kozan, K., & Caskurlu, S. (2018). On the Nth presence for the Community of Inquiry framework. Computers & Education, 122, 104–118. https://doi.org/10.1016/j.compedu.2018.03.010
   Web of Science ®Google Scholar
• Kubalíková, A., & Kacian, A. (2016). Twenty-five years of continuing professional development of teachers in the post-communist era in Slovakia: The story of paths not taken. Professional Development in Education, 42(5), 836–853. https://doi.org/10.1080/19415257.2015.1114958
   Web of Science ®Google Scholar
• Kumar, S., & Ritzhaupt, A. D. (2014). Adapting the community of inquiry survey for an online graduate program: Implications for online programs. E-Learning and Digital Media, 11(1), 59–71. https://doi.org/10.2304/elea.2014.11.1.59
   Google Scholar
• Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. A., Clarke, M., Devereaux, P. J., Kleijnen, J., & Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: Explanation and elaboration. PLoS Medicine, 6(7), 1–28. https://doi.org/10.1371/journal.pmed.1000100
   Web of Science ®Google Scholar
• Links, M. J. (2018). Beyond competency-based continuing professional development. Medical Teacher, 40(3), 253–258. https://doi.org/10.1080/0142159X.2017.1401219
   PubMed Web of Science ®Google Scholar
• Meckler, L., Strauss, V., & Heim, J. (2020, April 13). Millions of public school students will suffer from school closures, education leaders have concluded. The Washington Post. https://www.washingtonpost.com/local/education/online-learning-summer-school-coronavirus/2020/04/11/de11c278-7adc-11ea-a130-df573469f094_story.html
   Google Scholar
• Moore, R. L. (2014). Information architecture for social media: A case study on building an event backchannel with Twitter. International Journal of Social Media and Interactive Learning Environments, 2(1), 21–36. https://doi.org/10.1504/IJSMILE.2014.059690
   Google Scholar
• Moore, R. L. (2016). Interacting at a distance: Creating engagement in online learning environments. In L. Kyei-Blankson, J. Blankson, E. Ntuli, & C. Agyeman (Eds.), Handbook of research on strategic management of interaction, presence, and participation in online courses (pp. 401–425). IGI Global. https://doi.org/10.4018/978-1-4666-9582-5.ch016
   Google Scholar
• Moore, R. L., & Fodrey, B. P. (2018). Distance education and technology infrastructure: Strategies and opportunities. In A. Pina, V. Lowell, & B. Harris (Eds.), Leading and managing e-learning (pp. 87–100). Springer. https://doi.org/10.1007/978-3-319-61780-0_7
   Google Scholar
• Moore, R. L., Oliver, K. M., & Wang, C. (2019). Setting the pace: examining cognitive processing in MOOC discussion forums with automatic text analysis. Interactive Learning Environments, 27(5–6), 655–669. https://doi.org/10.1080/10494820.2019.1610453
   Web of Science ®Google Scholar
• Mulrennan, D. (2018). Mobile social media and the news: Where heutagogy enables journalism education. Journalism & Mass Communication Educator, 73(3), 322–333. https://doi.org/10.1177/1077695817720762
   Google Scholar
• Nadelson, L. S., Berg, W., Fox, B., Grandbouche, P., Harris, M., Kroschel, T. L., & Sandoval, S. (2017). Snap, tweet and post: College student social media perceptions and heutagogic practices and uses. International Journal of Higher Education, 6(4), 11–27. https://doi.org/10.5430/ijhe.v6n4p11
   Google Scholar
• Naqvi, T. F., & Parvez, J. (2019). Considering heutagogy as an innovative approach for skill development. SocialSci Journal, 3, 1–7.
   Google Scholar
• Narayan, V., Herrington, J., & Cochrane, T. (2019). Design principles for heutagogical learning: Implementing student-determined learning with mobile and social media tools. Australasian Journal of Educational Technology, 35(3), 86–102. https://doi.org/10.14742/ajet.3941
   Web of Science ®Google Scholar
• Noguchi, Y. (2020, March 17). Coronavirus triple duty: Working, parenting, and teaching from home. All Things Considered. https://www.npr.org/2020/03/17/816631571/coronavirus-triple-duty-working-parenting-and-teaching-from-home
   Google Scholar
• Pal, R. K., & Roy, N. R. (2019). Hitting the bull’s eye: Designing the process of implementation of heutagogy to empower the adult learners. Suraj Punj Journal for Multidisciplinary Research, 9(5), 486–495. http://spjmr.com/gallery/51-spjmr-1002.final.pdf
   Google Scholar
• Reynolds, M. (2020, April 25). Teacher connects with students using social media during COVID-19 pandemic. KAIT 8. https://www.kait8.com/2020/04/25/teacher-connects-with-students-using-social-media-during-covid-pandemic/
   Google Scholar
• Shah, D. (2018, January 8). By the numbers: MOOCs in 2017. Class Central. https://www.class-central.com/report/mooc-stats-2017/
   Google Scholar
• Speight, S. (2018). The mainstreaming of massive open online courses (MOOCs). In M. Milana, S. Webb, J. Holford, R. Waller, & P. Jarvis (Eds.), The Palgrave international handbook on adult and lifelong education and learning (pp. 939–956). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-55783-4_48
   Google Scholar
• Stephenson, J. (1998). The concept of capability and its importance in higher education. In J. Stephenson & M. Yorke (Eds.), Capability and quality in higher education (pp. 1–13). Kogan Page.
   Google Scholar
• Stephenson, J., & Weil, S. (1992). Quality in learning: A capability approach in higher education. Kogan Page.
   Google Scholar
• Stoszkowski, J., & McCarthy, L. (2018). “Who wouldn’t want to take charge of their learning?” Student views on learner autonomy, self-determination and motivation. Journal of Perspectives in Applied Academic Practice, 6(2), 104–107. https://doi.org/10.14297/jpaap.v6i2.330
   Google Scholar
• Tate, E. (2020, March 24). “Let yourself off the hook”: Advice for teachers and parents during COVID-19. EdSurge. https://www.edsurge.com/news/2020-03-24-let-yourself-off-the-hook-advice-for-teachers-and-parents-during-covid-19
   Google Scholar