Pedagogy typically refers to how the instructor facilitates the learning (the process) where the focus is on what the instructor does (how they design activities and content) as opposed to what the participants do or what they bring to the learning environment - teacher centered (Beich, 2008).
Andragogy is best understood as an adult learning concept popularized by Malcolm Knowles. It is based upon understanding the motivations behind learning. It is noteworthy to point out that the focus is upon the student and their intrinsic desire to create knowledge and an understanding that the instructor facilitates students’ self actualization of their full potential.
- Problem centered rather than content centered pedagogy.
- The consideration of learner experiences (prior knowledge).
- Experiential learning and reflection.
- A partnership between the learner and the instructor.
- Self-directed focus and authenticity.
- A need to know why one needs to learn something (full disclosure).
Heutagogy promotes the concept of self-determined holistic learning through critical reflection. The approach facilitates a flexible modality where the instructor shares resources and learners help design the course or path of learning (Hase and Kenyon (2001). Heutagogy involves encouraging learners to become deeply reflective while developing their capabilities. Reflection focuses upon helping the learner understand how experiences affect their values, beliefs, goals, habits, conceptual frameworks, and previously held ideals and to contemplate ways in which the learner might expand their self efficacy in these areas. Argyris and Schon (1996) called this double-loop learning. Like andragogy, it too is student centered and involves reflection to stimulate meaning.
What is the relevance of heutagogy to online learning? Online learning is in a unique position to expand the heutagogical approach, as well as stimulate additional research into heutagogy. As we embrace the full conceptual range of epistemology and acknowledge that age alone cannot determine cognitive maturity or motivation to learn, we find that the online learning environment is a flexible modality to facilitate self-directed and self-determined learning. Online course design is a natural fit to construct activities that are authentic and lend themselves to self-directed learning.
By understanding our students, instructors might redesign courses to build a sustainable community whereby students develop the skills necessary to explore their values, the values of the community and ultimately the values of society at large as they progress from module to module in an online course.
Beich, E. (2008). ASTD Handbook for Workplace Learning Professionals. Alexandria, VA: ASTD Press.
Blaschke, Lisa Marie. (2012). Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined Learning. < http://www.irrodl.org/index.php/irrodl/article/view/1076/2087 >.
Hase, Stewart and Chris Kenyon (2001). From Andragogy to Heutagogy. < http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.html >
JEberle, Jane., and Marcus Childress. (2007).Heutagogy: It Isn’t Your Mother’s Pedagogy Any More.
National Social Science Association http://www.nssa.us/journals/2007-28-1/2007-28-1-04.htm
Knowles, M. (1973). The adult learner: A neglected species. Houston: Gulf.
Knowles, M. (1970). The modern practice of adult education: Andragogy versus pedagogy. New York: Association Press.