Developing the Digital Self-Determined Learner through Heutagogical Design

Autor/inn/en	Gillaspy, Emma; Vasilica, Cristina
Titel	Developing the Digital Self-Determined Learner through Heutagogical Design
Quelle	In: Higher Education Pedagogies, 6 (2021) 1, S.135-155 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gillaspy, Emma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-2696
DOI	10.1080/23752696.2021.1916981
Schlagwörter	Technological Literacy; Self Determination; Nursing Education; Independent Study; Metacognition; Reflection; Student Centered Learning; Higher Education; Instructional Design + Suchen Sie Ihr Suchwort? Technisches Wissen; Selbstbestimmung; Pflegepädagogik; Selbststudium; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	This empirical qualitative study investigates whether the introduction of heutagogy in contemporary nursing education can foster the development of the digital self-determined learner, who is prepared to work and live in the fourth industrial age and beyond. The impact of heutagogical design on learner process and outcomes is explored through qualitative framework analysis of learner data and reflective educator observations. Findings suggest that with careful scaffolding and courage in remaining true to the educational philosophy, this approach has the potential to develop learners who demonstrate key principles of heutagogy including non-linear learning, learner agency, capability, self-reflection and metacognition and double-loop learning. This innovative study provides insight into the process of developing the self-determined learner and encourages further research into flexible and learner-centred approaches across Higher Education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01