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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
Jennifer Lock, University of Calgary, 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, self-determined learning

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.

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.

Video recording
Video recording
Slides
SIMILAR SESSIONS

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

Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry
Vaughan, Norman; Cleveland-Innes, Martha; Garrison, D. Randy; Vaughan, Norman; et al.
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

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

Introducing the CoI Blog: A Community of Inquiry for the Community of Inquiry
Garrison, D. Randy; Cleveland-Innes, Martha; Vaughan, Norman; Wilton, Dan; et al.
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

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

Social Presence
Lowenthal, Patrick; Cleveland-Innes, Martha; Swan, Karen; Richardson, Jennifer; et al.
Patrick Lowenthal, Marti Cleveland-Innes, Karen Swan and Jennifer Richardson review and debate social presence in a community of inquiry.
Match: Cleveland-Innes, Martha

Introduction to the CoI Webinar Series
Cleveland-Innes, Martha; Garrison, D. Randy; Vaughan, Norman; Cleveland-Innes, Martha; et al.
This session will provide an overview of the webinar series and the Community of Inquiry framework.\n\nThe accompanying reading for this webinar is Conceptual Framework, Chapter 1 of Teaching in Blended Learning ...
Match: Cleveland-Innes, Martha

Emotion, Learning and the Online Learning Environment
Cleveland-Innes, Martha; Akyol, Zehra; Cleveland-Innes, Martha; Akyol, Zehra
In spite of evidence that more and more students are engaging in online learning experiences (Alan & Seaman, 2006), clarity about the transition to a new learning environment is still at arm’s length (Cleveland-Innes, ...
Match: Cleveland-Innes, Martha

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

Support for Inquiry-based Learning through Visual Tools: Knowledge Maps and More
Naeve, Ambjörn; Cleveland-Innes, Martha; 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