University of Hertfordshire

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Original languageEnglish
Pages20-33
Number of pages13
Volume2019
Issue number1
JournalBlended Learning in Practice
Publication statusPublished - 1 Jun 2019

Abstract

Heutagogy, an established concept in educational literature, puts an emphasis on the development of a student’s ability to understand how they learn certain skills and abilities.
To gain a clearer understanding on the implementation of heutagogy within the higher education environment, the present study considered the adoption of heutagogical approaches with students at University. A review of the literature was conducted to understand the use of pedagogy and andragogy in higher education and how a heutagogical approach could create a self-directed learning experience. Contemporary research has evidenced that the implementation of heutagogy at higher education encourages students to develop highly employable skills such as determination and initiative. In contrast, it has been discovered that students find heutagogy to be challenging, therefore a progressive development from pedagogy to andragogy to heutagogy is required. Nevertheless, the beneficial outcomes are apparent to educators and students, and increase employability rates. The beneficial learning outcomes of heutagogical learning such as employability and self-directed learning is discussed.

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