Abstract
How do we as educators best equip our students for tomorrow’s workforce and a world in which lifelong learning is the rule rather than the exception? One approach is to strive toward developing self-determined, autonomous learners who are capable of acquiring and building upon their knowledge through online personal learning environments (PLEs). With its rich history of educating self-directed adults, online and distance education (ODE) is uniquely positioned to lead the way in using technology for developing lifelong and self-determined learners. This chapter introduces the theory of heutagogy—or the study of self-determined learning—and discusses the pedagogy–andragogy–heutagogy (PAH) continuum, and how it can be used for guiding students toward becoming self-determined learners through the building of technology-supported personal learning environments (PLEs).
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Notes
- 1.
Pedagogy within this context is understood as traditional (chalk-and-talk) classroom teaching.
- 2.
There are two schools of thought among heutagogy activists. One is that learners move along a continuum from pedagogy to heutagogy. Another line of thinking—promoted by Hase and Kenyon (2000)—is that learners are self-determined at a young age, but that this approach to learning is suppressed by school systems.
- 3.
- 4.
For additional examples of heutagogy in action, see Blaschke, Kenyon, and Hase (2014).
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Blaschke, L.M. (2019). The Pedagogy–Andragogy–Heutagogy Continuum and Technology-Supported Personal Learning Environments. In: Jung, I. (eds) Open and Distance Education Theory Revisited. SpringerBriefs in Education(). Springer, Singapore. https://doi.org/10.1007/978-981-13-7740-2_9
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