1st July 2013

 Heutagogy Learning Approach

Heutagogy, based on the Greek for ‘self’, is the study of self determined learning. In a traditional pedagogic approach the teacher would lead the learning, planning and delivering the content. At the other end of the spectrum is heutagogy where learning is student led and learners act as agents of their own learning. Sitting in the middle of these approaches is andragogy which can be thought of as the adult equivalent of pedagogy and is notably seen in further/higher education. Canning 2010 uses the model below to demonstrate the progression from pedagogy to heutagogy.  

     

Fig 1. Heutagogical approach can be viewed as a progression from pedagogy to andragogy then to heutagogy (based on Canning, 2010, p.63.

The characteristics of heutagogy include a non linear process where the learner selects their own learning path, uses self efficacy, self reflection and double loop learning.  Students are deemed to be capable of managing their own learning through the use of active and proactive processes although tutor facilitation is still very much in place.   

Hase and Kenyon (2001) suggest that Heutagogy is appropriate to the needs of learners in the 21^st century due to the rapid rate of change in society and the information explosion. Building on this suggestion, Blaschke (2012) suggests that renewed interest in heutagogy is partly due to the ubiquitousness of web 2.0 and the affordances provided by the technology. Blaschke (2012) expands on this suggesting that distance courses support a heutagogical approach by supporting learner generated resources, in defining the learner path, profile and autonomy of learners.

In considering the demographic of distance taught learners it certainly appears that there are a variety of existing and likely new and emerging technologies, for example, social media, collaborative and synchronous tools, which can be used to facilitate self determined learning. 

A critique of heutagogy by M McAuliffe et al (2009) proposes that there are two main limitations in implementing andragogy and heutagogy theories which are the requirements of both internal and external stakeholders, such as accrediting bodies and requirements to assess all students learning.  They argue that as a result of these limitations there is a reversion to pedagogic teaching.  

Relevance

• Modern learning approach
• Applicable in distance education practice and delivery
• Of interest due to the affordances provided by & ubiquitousness of web 2.0 technologies
• Concepts of self determined learning/self efficacy/double loop learning/reflective practice/learner capability, competency and autonomy

References/further reading

Wikipedia, 2013. Heutagogy. [online] (30 June 2013) Available at: http://en.wikipedia.org/wiki/Heutagogy [Accessed 06 June 2013].  

Hase and Kenyon, 2001. From Andragogy to Heutagogy. [online] Available at:  http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.html [Accessed 06 June 2013]. 

Blaschke, 2012. Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. [online] Available at: http://www.irrodl.org/index.php/irrodl/article/view/1076 [Accessed 06 June 2013].

M McAuliffe et al, 2009. Does pedagogy still rule? [online] Available at: http://www.engineersmedia.com.au/journals/aaee/pdf/AJEE_15_1_McAuliffe%20F2.pdf [Accessed 06 June 2013].

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. [online] Available at: http://www.tandfonline.com/doi/pdf/10.1080/03098770903477102 [Accessed 01 July 2013].