Heutagogy and Self-Determined Learning: A Review of the Published Literature on the Application and Implementation of the Theory

Autor/inn/en	Agonács, Nikoletta; Matos, João Filipe
Titel	Heutagogy and Self-Determined Learning: A Review of the Published Literature on the Application and Implementation of the Theory
Quelle	In: Open Learning, 34 (2019) 3, S.223-240 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Agonács, Nikoletta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0513
DOI	10.1080/02680513.2018.1562329
Schlagwörter	Andragogy; Lifelong Learning; Electronic Learning; Distance Education; Self Determination; Learning Theories; Web 2.0 Technologies; Student Centered Learning; Educational Research; State of the Art Reviews + Suchen Sie Ihr Suchwort? Andragogics; Andragogik; Life-long learning; Lebenslanges Lernen; Distance study; Distance learning; Fernunterricht; Selbstbestimmung; Learning theory; Lerntheorie; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Bildungsforschung; Pädagogische Forschung; Entwicklungsstand
Abstract	Heutagogy is described as an extension to andragogy and has also been referred to as a potential theory for online and distance education. There have been reviews of the literature on heutagogy, albeit the research field seems to lack a review that would provide a map of research studies revealing clear empirical evidence of the application of the theory. The aim of this study is to understand what empirical evidence exists when it comes to putting heutagogy in practice, the state of the art of the research field and to identify possible gaps. Employing a purposeful sampling strategy, the final corpus was selected through a two-step filtering process. Heutagogical principles were used as categories for analysis with the pedagogy-andragogy-heutagogy continuum providing an additional category. This study makes a significant contribution to the research field of heutagogy inasmuch as it identified that (i) the categories of capability development and non-linearity are underrepresented; (ii) there is a predominance of qualitative methods and lack of quantitative statistical data and longitudinal data collection methods; (iii) the geographic and cultural distribution of researchers and the selected sample size are limited; (iv) heutagogy has been preponderantly applied along with online or digital technological components. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01