Determined Learning Approach: Implications of Heutagogy Society Based Learning

Hdl Handle:
http://hdl.handle.net/10034/620205
Title:
Determined Learning Approach: Implications of Heutagogy Society Based Learning
Authors:
Halsall, Jamie; Powell, Jason; Snowden, Mike
Abstract:
Recently, within the higher education system in the United Kingdom, there has been close examination of the way institutions teach and assess students. This scrutiny has been intensified by central government with the proposed introduction of the Teaching Excellence Framework (TEF). The anticipated TEF demands that higher education institutions evaluate their teaching and learning practices and think of new ways to develop excellent student experience. Self-determined learning has resurfaced as a popular approach in the higher education sector. At the centre of self-determined learning is the concept of heutagogy. This approach enables the student to apply what they have learned in an education setting and relate it to the workplace. The aim of this paper is to critically explore the theoretical framework behind the self-determined learning approach. The authors of this paper argue that, from a social science perspective, a determined learning approach is in the best place to provide a contemporary, exciting teaching and learning experience in a competitive higher education market.
Affiliation:
University of Huddersfield; University of Chester
Citation:
Halsall, J. P., Powell, J. L., & Snowden, M. (2016). Determined Learning Approach: Implications of Heutagogy Society Based Learning. Cogent Social Sciences. 2, 1223904. DOI: 10.1080/23311886.2016.1223904
Publisher:
Cogent OA
Journal:
Cogent Social Sciences
Publication Date:
25-Aug-2016
URI:
http://hdl.handle.net/10034/620205
DOI:
10.1080/23311886.2016.1223904
Additional Links:
https://www.cogentoa.com/article/10.1080/23311886.2016.1223904
Type:
Article
Language:
en
EISSN:
2331-1886
Appears in Collections:
Social and Political Science

Full metadata record

DC FieldValue Language
dc.contributor.authorHalsall, Jamieen
dc.contributor.authorPowell, Jasonen
dc.contributor.authorSnowden, Mikeen
dc.date.accessioned2016-10-18T16:55:23Z-
dc.date.available2016-10-18T16:55:23Z-
dc.date.issued2016-08-25-
dc.identifier.citationHalsall, J. P., Powell, J. L., & Snowden, M. (2016). Determined Learning Approach: Implications of Heutagogy Society Based Learning. Cogent Social Sciences. 2, 1223904. DOI: 10.1080/23311886.2016.1223904en
dc.identifier.doi10.1080/23311886.2016.1223904-
dc.identifier.urihttp://hdl.handle.net/10034/620205-
dc.description.abstractRecently, within the higher education system in the United Kingdom, there has been close examination of the way institutions teach and assess students. This scrutiny has been intensified by central government with the proposed introduction of the Teaching Excellence Framework (TEF). The anticipated TEF demands that higher education institutions evaluate their teaching and learning practices and think of new ways to develop excellent student experience. Self-determined learning has resurfaced as a popular approach in the higher education sector. At the centre of self-determined learning is the concept of heutagogy. This approach enables the student to apply what they have learned in an education setting and relate it to the workplace. The aim of this paper is to critically explore the theoretical framework behind the self-determined learning approach. The authors of this paper argue that, from a social science perspective, a determined learning approach is in the best place to provide a contemporary, exciting teaching and learning experience in a competitive higher education market.en
dc.language.isoenen
dc.publisherCogent OAen
dc.relation.urlhttps://www.cogentoa.com/article/10.1080/23311886.2016.1223904en
dc.subjectTeachingen
dc.subjectPedagogyen
dc.titleDetermined Learning Approach: Implications of Heutagogy Society Based Learningen
dc.typeArticleen
dc.identifier.eissn2331-1886-
dc.contributor.departmentUniversity of Huddersfield; University of Chesteren
dc.identifier.journalCogent Social Sciencesen
dc.date.accepted2016-08-10-
or.grant.openaccessYesen
rioxxterms.funderUnfundeden
rioxxterms.identifier.projectUnfundeden
rioxxterms.versionAMen
rioxxterms.licenseref.startdate2016-08-25-
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