Developing the digital self-determined learner through heutagogical design

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2021-01-01 DOI:10.1080/23752696.2021.1916981

Emma Gillaspy, C. Vasilica

引用次数: 13

Abstract

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.

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通过教学设计培养数字化自主学习者

摘要：本实证定性研究调查了在当代护理教育中引入heutagogy是否可以促进数字自主学习者的发展，他们准备在第四工业时代及以后的时代工作和生活。通过对学习者数据的定性框架分析和反思性教育者的观察，探讨了教学设计对学习者过程和结果的影响。研究结果表明，只要有谨慎的支架和忠于教育哲学的勇气，这种方法就有可能培养出能够展示启发式关键原则的学习者，包括非线性学习、学习者代理、能力、自我反思、元认知和双环学习。这项创新研究深入了解了培养自主学习者的过程，并鼓励在高等教育中进一步研究以学习者为中心的灵活方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.