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Bridging Connections between Heutagogy, Blended and Online Learning, and Lifelong Learning: What have We Learned?
January 27, 2021
Jennifer Lock, University of Calgary, Canada
Sawsen Lakhal, Université de Sherbrooke, Canada
Martha Cleveland-Innes, Athabasca University, Canada
Paula Arancibia, Université de Sherbrooke, Canada
Debra Dell, Athabasca University, Canada
Noeleen DiSilva, University of Calgary Werklund School of Education, Canada
What is the relationship between self-determined learning (heutagogy) and lifelong learning that can be developed in blended and online learning environments? This question has guided a systematic literature review and a Delphi Study in three Canadian universities. Seven experts in online and blended learning shared their perspectives and experience in exploring the proposed conceptual relationship. From our two part research, it was evident that heutagogy is a new concept, yet one that has great potential in thinking differently in terms designing learning that fosters attributes of lifelong learning. From the study, we will share key concepts of heutagogical practice as tenets of lifelong learning, and some of the success and challenges when purpsosefully integrating a heutagogical approach in technology-enabled learning environments in course and program designs.
Keywords: self-determined learning, heutagogy

Dr. Jennifer Lock is a Professor and Vice Dean in the Werklund School of Education, University of Calgary. Her area of specialization is in the Learning Sciences. Dr. Lock’s research interests are in e-learning, change and innovation in education, scholarship of teaching and learning, and learning in makerspaces.

Dr. Sawsen Lakhal is Professor and Chair of the research center CRIFPE-UdeS in the Faculty of Education, Université de Sherbrooke. Her research interests include applications of technology to higher education, online and blended learning, and persistence in distance courses and programs, quantitative methods and statistical model validation.

Dr. Martha Cleveland-Innes is Professor and Program Director, Master of Education Program, Athabasca University and Visiting Professor of Pedagogy at Mid-Sweden University. Her research interest areas include 1) online and blended learning 2) communities of inquiry 3) higher education reform and 4) leadership in education.

Paula Arancibia‑Erazo is an Educational Sciences M.A. student and research assistant at the University of Sherbrooke. Her research interests consist of learning technologies, second language learning, and teachers’ training in English as a second language.

Debra Dell, M.Ed, MACP, is a doctoral candidate in the Athabasca University Distance Education program. Her research interests include emotions and learning and building learning communities.

Noeleen De Silva is a graduate of the Werklund School of Education, Master of Education, Educational Research, concentration in Adult Learning. She has worked as a Research Assistant on various projects exploring: the well-being of educators, the use of reflective practice in developing teaching identity, and the heutagogical approach.

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The CoI Repository and the State of CoI Research
Garrison, D. Randy; Cleveland-Innes, Martha; Vaughan, Norman; Stenbom, Stefan; et al.
The Community of Inquiry Framework is a more than 20-year-old distance education framework that focuses on community-based teaching and learning methods. In the time since its development, there has been a range of ...
Match: Cleveland-Innes, Martha; Dell, Debra

Affect as a Presence in the Community of Inquiry Model
Campbell, Prisca; Cleveland-Innes, Martha
Match: Cleveland-Innes, Martha

Graduate Student Panel: The CoI Framework
Vladimirschi, Viviane; Rabak, Lynne; Befus, Madelaine; Cleveland-Innes, Martha
Graduate students discuss their research related to the CoI framework.
Match: Cleveland-Innes, Martha

Community of Inquiry Framework: Validation and Instrument Development
Arbaugh, J. Ben; Cleveland-Innes, Martha; Diaz, Sebastian; Garrison, D. Randy; et al.
Since its publication in The Internet and Higher Education, Garrison, Anderson, and Archer’s (2000) Community of Inquiry (CoI) framework has generated substantial interest among online learning researchers. This ...
Match: Cleveland-Innes, Martha

Emotional Presence Indicators in an Online Community of Inquiry: A Scoping Review and Delphi Study of Student and Facilitator Experience
Dell, Debra
Presence in an online Community of Inquiry is multifaceted, involving conditions that emanate from both the facilitator and the members of the learning community (Cleveland-Innes & Campbell, 2012; Garrison, 2017; ...
Match: Dell, Debra

Introducing the CoI Blog: A Community of Inquiry for the Community of Inquiry
Garrison, D. Randy; Cleveland-Innes, Martha; Vaughan, Norman; Wilton, Dan
The goal for this CIDER session is to provide an introduction to the creation of a blog that will initiate and facilitate discussion with regard to recent research and emerging issues associated with the Community of ...
Match: Cleveland-Innes, Martha

Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry
Vaughan, Norman; Cleveland-Innes, Martha; Garrison, D. Randy
This session will describe and discuss seven principles of practice that can be used to effectively design, facilitate, and direct a blended approach to learning and teaching.
Match: Cleveland-Innes, Martha

Support for Inquiry-based Learning through Visual Tools: Knowledge Maps and More
Naeve, Ambjörn; Cleveland-Innes, Martha
Personalization of learning processes is possible by making use of knowledge mapping as a strategic tool to enhance students' engagement and interest in their own learning processes. Knowledge mapping is defined as the ...
Match: Cleveland-Innes, Martha

Changes in Educators' Digital Literacies and Perceptions of Community of Inquiry Resulting from Participation in an Open Online Professional Development Course
Kvarnström, Maria; Åbjörnsson, Lotta; Uhlin, Lars; Pareigis, Jörg; et al.
Open Networked Learning (ONL) is a professional development opportunity related to digital competences and online community building. The primary target group is open learners and university teachers, educational ...
Match: Cleveland-Innes, Martha

Understanding and Facilitating: Emotional Presence in an Online Community of Inquiry
Cleveland-Innes, Martha; Campbell, Prisca
Match: Cleveland-Innes, Martha