Developing Lifelong Learning with Heutagogy: Contexts, Critiques, and Challenges

Autor/in	Moore, Robert L.
Titel	Developing Lifelong Learning with Heutagogy: Contexts, Critiques, and Challenges
Quelle	In: Distance Education, 41 (2020) 3, S.381-401 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moore, Robert L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2020.1766949
Schlagwörter	Lifelong Learning; Student Centered Learning; Independent Study; Self Determination; Technology Uses in Education; Electronic Learning; Andragogy; Constructivism (Learning); Humanism; Work Environment; Higher Education; Medical Education; Professional Development; Online Courses + Suchen Sie Ihr Suchwort? Life-long learning; Lebenslanges Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Selbststudium; Selbstbestimmung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Andragogics; Andragogik; Humanismus; Arbeitsmilieu; Hochschulbildung; Hochschulsystem; Hochschulwesen; Medizinische Ausbildung; Online course; Online-Kurs
Abstract	This systematic review investigated the contexts, critiques, and challenges of using heutagogy (Hase & Kenyon, 2000), an emerging instructional approach that emphasizes the self-determination of learners, to develop lifelong learners. A total of 33 peer-reviewed publications published between 2000 and 2019 were aggregated and synthesized, and findings explored the role that technology played in supporting the heutagogical approach and learning environments and contexts that have used heutagogy. The review concludes with the critiques and challenges of the heutagogical approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01