Heutagogy: What is it and How Can This Theory be applied in Extension Education?

Darrell A. Dromgoole, Associate Professor and Extension Specialist, Texas A&M AgriLife Extension Service.

Scott Cummings, Associate Department Head and Program Leader; Professor and Extension Specialist, Texas A&M AgriLife Extension Service.

During the course of a week, it is doubtful that most us did not place an order for goods or services, look up an address, researched topics for an educational program or looked up a recent research topic. This all was done online in a virtual and global knowledge environment (Sobrero, 2008). While some Extension educators once believed that online or eLearning was less effective due to the lack of personal interaction between the Extension educator and clientele -we now know that a growing number of clientele we are currently serving and that we could potentially, influence may actually prefer online learning (Dromgoole & Boleman, 2001). The world that Extension educators operate in today is a more connected than ever before and it is paramount that Extension educators develop new and creative educational intervention methods. According to the 2019 Pew Research Internet/Broadband Fact Sheet, 90% of American adults utilize the internet (Pew Research Center, 2019). There is an increasing interest in self-directed learning (Freeman, Adams, & Cummins, 2016). Millennials now fully engaged in today’s workforce and Gen Z just walked began to emerge in the workforce. These individuals want more collaborative learning environments and self-directed learning paths. In a recent Linkin study (2919) 43 % of Generation Z and 42% of Millennials reported they wanted completely self-directed and independent learning. In addition, 74% of all employees indicated that they wanted to learn during spare time at work (Linkin, 2019).

Extension educators today are challenged with developing lifelong learners who can function effectively in a global knowledge environment. Traditionally utilized teaching theories and strategies are no longer completely effective in preparing clientele to address the complex issues they are currently facing and a more self-directed and self-determined approach may be necessary , one where the clientele reflects upon what is learned and determine how is can be applied to their specific situation (Blaschke, 2012). Online learning or technology assisted learning has created a need for considering new educational approaches and the application of different educational theories (Blaschke, 2012).

The concept of heutagogy or self-directed learning offers certain principles and practices that could be considered as a response to the development new generation web applications that has moved from static HTML pages to a more interactive web experience (Blaschke, 2012). A heutagogical learning environment emphasizes both the development of clientele competencies as well as development of the clientele’s capability and capacity to learn (Blaschke, 2012).  A renewed interest in heutagogy has also been generated as  a  result  of  the  prevalence  of  social  media  that  complements  and  supports  this  learning approach (Blaschke,2012).  Heutagogy  has  been  called  a  “net-centric”  theory that  takes  advantage of  the key elements of the Internet; it is also a educational approach that could be applied to emerging technologies in distance education, as well as serve as a framework for digital age teaching and learning (Blaschke, 2012).

Heutagogy  is  of  special  interest  to  distance  education,  which  shares  with  heutagogy  certain  key  attributes,  such  as  learner  autonomy  and  self-directedness,  and  has educational  roots in  adult  teaching  and  learning.  Self-determined learning, characteristic of distance education formats such as contract learning and prior learning assessment, is also an attribute of distance education (Blaschke, 2012). Heutagogy has the potential to become a theory of distance education, in part due to the ways in which heutagogy further extends the adult teaching approaches and also due to the elements it offers when applied to emerging technologies in distance education (Blaschke, 2012).

Knowles (1975) defined andragogy in the 1970’s as specific to adult education and characterized by learner control and self-responsibility in learning, learner definition of learning objectives in relation to their relevance to the learner, a problem-solving approach to learning, self-directedness in how to learn, intrinsic learner motivation,  and  incorporation  of  the  learner  experience.  In an adult educational methodology to teaching and learning, clientele are actively involved in identifying their needs and in determining how those needs will be met (Blaschke, 2012). A key attribute of andragogy is self-directed learning, defined by Knowles (1975) as:

a   process   in   which   individuals   take   the   initiative,  with  or  without  the  help  of  others,  in  diagnosing  their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes (p. 18).

The  goals  of  self-directed  learning  include  helping  learners  develop  the  capacity  for  self-direction,  supporting  transformational  learning that is consistent with the PIE Change Model.  Within transformational learning, learning occurs along a self-directed path; as they obtain knowledge and reflects on how this knowledge can be applied to their specific situation, the clientele’s perspective is adjusted and transformative learning can occur (Blaschke, 2012).

The role of the Extension educator in an andragogical approach is that of a mentor, with the Extension educator supporting the clientele in developing the capacity to become more self-directed in his or her learning (Blaschke, 2012). The Extension educator demonstrates to clientele how to find information, relates information to the clientele’s experience, and emphasizes problem-solving within real-world situations (Blaschke, 2012). Extension educators establish objectives and curriculum based on clientele input and direct clientele along the learning pathway, while the responsibility for learning lies with the clientele (Blaschke, 2012).

Heutagogy (based on the Greek word for “self”) is defined as the study of self-determined learning (Blaschke, 2012). Heutagogy applies a comprehensive approach to developing clientele’s capabilities, with learning as an active and proactive process, and learners having ownership in their learning (Blaschke, 2012). As in an andragogical approach, in heutagogy the Extension educator also  facilitates  the  learning  process  by  providing  guidance  and  resources,  but  fully  relinquishes ownership of the learning path and process to the learner, who negotiates learning and determines what will be learned and how it will be learned (Blaschke, 2012).

A key concept in heutagogy is that of double-loop learning and self-reflection (Blaschke, 2012). In double-loop learning, learners consider the problem and the resulting action and outcomes, in addition to reflecting upon the problem-solving process and how it influences the learner’s own beliefs and actions (Figure 1). Double-loop learning occurs when learners question and test their personal values and assumptions as being central to enhancing learning how to learn (Blaschke, 2012).

Figure 1.         Double-loop learning ((Blaschke, 2012).

In self-determined learning, it is important that clientele obtain both competencies and capabilities (Blaschke, 2012).  Competency can be thought of as proven ability in acquiring knowledge and skills, while capability is characterized by clientele’s confidence in his or her competency and, as a result, the ability “to take appropriate and effective action to formulate and solve problems in both familiar and unfamiliar and changing settings” (Blaschke, 2012) (Blaschke, 2012). Capable clientele exhibit the following traits (Blaschke, 2012):

• self-efficacy, in knowing how to learn and continuously reflect on the learning process;
• communication and teamwork skills, working well with others and being openly communicative;
• creativity, particularly in applying competencies to new and unfamiliar situations and by being adaptable and flexible in approach and;
• positive values.

When clientele  are  competent,  they  demonstrate  the  acquisition  of  knowledge  and  skills; skills can  be  replicated  and  knowledge  retrieved (Blaschke, 2012). When clientele are capable, skills and knowledge can be reproduced in unfamiliar situations (Blaschke, 2012). Capability is then the extension of  clientele’s  own  competence,  and  without  competency there  cannot  be  capability (Blaschke, 2012) .  Through  the process  of  double-looping,  learners  become  more  aware  of  their  preferred  learning  style and  can  easily  adapt  new  learning  situations  to  their  learning  styles,  thus  making  them more  capable  learners (Blaschke, 2012).  With its dual focus on competencies and capability, heutagogy enables Extension educators to better address the needs of adult learners in complex and changing environments (Blaschke, 2012).

The heutagogical approach can be viewed as a progression from pedagogy to andragogy to heutagogy, with learners likewise progressing in maturity and autonomy (Blaschke, 2012, Figure 2). More mature clientele require less Extension educator control and course structure and can be more self-directed in their learning, while less mature clientele require more Extension educator guidance and course scaffolding (Blaschke, 2012). Cognitive development of clientele, a requirement for critical reflection and dialogue to occur, could also be integrated into this pyramid, with cognitive development progressing in parallel with knowledge and autonomy (Blaschke, 2012).

Figure 2.         Progression from pedagogy to andragogy then to heutagogy (Blaschke, 2012).

With its basis in andragogy, heutagogy further extends the andragogical approach and can be understood as a continuum of andragogy (Table 1). In andragogy, curriculum, questions, discussions, and assessment are designed by the Extension educator according to the clientele needs; in heutagogy, the learner sets the learning course, designing and developing the roadmap for learning (Blaschke, 2012). Heutagogy emphasizes development of capabilities in addition to competencies (andragogy). Table 1 provides an overview of traits that help demonstrate ways in which heutagogy builds upon and extends andragogy (Blaschke, 2012).

Table 1.          Heutagogy as a Continuum of Andragogy (Blaschke, 2012).

What can be derived from this comparison is that heutagogy is an approach originating in andragogy and can be considered an expansion of the existing concept (Blaschke, 2012).

Relevance to Distance Education

Distance education in Extension is in a unique position for creating learning environments for supporting a heutagogical teaching and learning approach (Blaschke, 2012). Specific characteristics of distance education that align themselves with heutagogy include (Blaschke, 2012):

• Technology: Technology’s symbiotic relationship with distance education requires that, with each emerging technology, Extension educators consider the implications of the technology on distance education theory and practice. Heutagogy has been identified as a potential theory for applying to emerging technologies in distance.
• Profile of the distance education learner: Traditionally, distance  education  has  been  designed,  developed,  delivered,  and  targeted  to  the  adult  learner, usually adults with extensive life experience and more maturity than campus-based students. Distance education practice has historically been strongly influenced by Knowles’ andragogical theory of teaching and learning, and as an extension of andragogy, heutagogy could be considered as a relevant theory for adult distance education.
• Learner autonomy: Distance education, as a distinct form of education, both requires and promotes autonomy, a learner skill that is central to a heutagogical teaching and learning approach (Peters, 2001). Because learner autonomy is characteristic of and promoted in distance education learning environments, distance education inherently supports heutagogical practice (Blaschke, 2012).

How New Generation Web Applications and Social Media Enables Heutagogy

New generation web applications and social media has played an important role in initiating new dialogue about heutagogy in Extension education. New generation web design supports a heutagogical approach by allowing clientele to direct and determine their learning path and by enabling them to take an active rather than passive role in their individual learning experiences. Key elements of social media – connectivity with others, information discovery and sharing (individually and as a group), and personal collection and adaptation of information as required – are also elements that support self-determined learning activities (Blaschke, 2012). In addition, new generation web applications encourages interaction, reflection in dialogue, collaboration, and information sharing, as well as promotes autonomy and supports creation of learner-generated content (Blaschke, 2012).

Recent  research  also  indicates  that  the  use  of  social  media  can  support  self-determined  learning (Blaschke, 2012).

• Mobile learning: Research has shown that mobile learning supports collaboration, data and resource capturing and sharing, and reflective practice. Use of mobile learning was also found to increase learner-learner and learner-external interaction, as well as reflective practice (learning journals).
• Twitter: A recent study it was reported that students who used Twitter (as compared to those who did not) were more actively engaged in their learning processes and had higher GPAs. This study also found that the use of Twitter boosted student-student and student-instructor interaction, as well as promoted active learning.
• Learner-generated content (active media use): Active use of social media in creating learner-generated content seems to contribute to development of skills of self-directedness. Initial research findings by Blaschke, Porto, and Kurtz (2010) indicate that active use of social media, for example, development of learner-generated content, supports cognitive and metacognitive skill development, whereas passive use (consumption) is less effective in supporting development of these skills.

These examples illustrate how social media has the potential to support elements of a heutagogical approach, such as creation of learner-generated content, active engagement in the learning process and with instructors and other learners, group collaboration, and reflective practice through double-loop learning (Blaschke, 2012). Research in these application in Extension education are somewhat limited, however research in other fields indicate the effectiveness of these tools in an Extension educational strategy have merit.

When designing a self-determined learner experience, certain considerations should be made (Blaschke, 2012). A heutagogical approach to learning and teaching is characterized first and foremost by learner-centered in terms of both learner-generated contexts and content (Blaschke, 2012). Course design elements that support learner-centeredness in a heutagogical approach are presented below (Blaschke, 2012).

• Flexible curriculum: In  a  self-determined  learning  environment,  the  learner  is  the  driver in creating flexible curriculum, which is defined by the student: learners create the learning map, and instructors serve as the compass. Flexible curriculum in this sense is negotiated action learning, which adapts and evolves according to learner needs
• Learner-directed questions: Learner-directed questions and the discussion that results from these questions are what guide learners and serve as mechanisms for helping learners make sense of course content, bring clarity to ideas, and promote individual and group reflection. Guiding learners to define self-directed questions is one of the biggest challenges facing developers of heutagogical courses, as designers must be creative enough to have learners ask questions related to their specific situations.

Another equally important characteristic of heutagogy is that of reflective practice, a critical learning skill associated with knowing how to learn (Blaschke, 2012).  Heutagogy’s holistic approach takes into account the learner’s prior learning experiences and the way in which these influence how she or he learns; by considering these past experiences and the learner’s current experience and reflecting upon these, the learner moves into a growth process that has the potential to lead to transformative learning (Blaschke, 2012). The following course design elements can be incorporated to support reflective practice.

• Learning journals: Reflective learning journals can be used for learners to document their learning journey, reflect upon the course content and discussions, and explore new ideas. Learning journals have also been found to support students in developing cognitive and metacognitive skills, as well as help establish an ongoing practice of reflection (Blaschke & Brindley, in press)
• Action research: Another form of reflective practice, which can be done individually or as a group, is action research. Action research gives learners an opportunity to experiment with real-world scenarios (Blaschke, 2012).
• Formative and summative assessment: Ongoing, personalized assessment and feedback support the learner in developing his or her reflective practice (Blaschke, 2012).

Collaborative learning is also a critical component of heutagogy (Blaschke, 2012). When  learning  collaboratively,  learners  work  together  in  a  collaborative  space  to  create  shared meaning and to reflect and think about how they learned and how to apply it in practice (Blaschke, 2012). Team-based approaches are recommended by creating communities of practice, where the focus of learning is primarily on the learning process and how learners learn (Blaschke, 2012). Knowledge sharing should be strongly encouraged and can be achieved by encouraging learners to share resources and information (Blaschke, 2012).

To  implement  a  self-determined  learning  environment,  Extension educators  need  to  alter  their  teaching approach, primarily by placing value on learner self-direction of the learning process (Blaschke, 2012). Such a shift would require minimal change within distance education environments as distance education teaching methods support self-directed learning and the Extension educator role is already one of a facilitator (Blaschke, 2012).  Extension educators not only must change their approach to teaching and learning, but also ensure that they explain this type of learning to their clientele (Blaschke, 2012).  As  in  a  distance  learning  environment, clientele also need to understand that a heutagogical learning environment is quite different from  the  traditional  learning  experience  (Blaschke, 2012).  Ongoing guidance and feedback, as well as sharing of resources, support clientele during their self-directed learning experience (Blaschke, 2012).

Example of Heutagogical Approach in Texas A&M AgriLife Extension Service

Since its beginnings in Australia in 2000, heutagogy has been presented as an extension of pedagogy and andragogy, but has received limited attention from Extension scholars. However within Texas A&M AgriLife Extension our Extension educators have implemented a heutagogical educational approach with the Preparing Students for 21st Century Careers through Student Directed Research program. While this program is not delivered at a distance it utilizes distance education as a teaching strategy. The P-20 system of education enhances student’s transition starting on prekindergarten to college. It is a model for student success by developing collaborative, sustainable and replicable model for breaking the generational poverty cycle though higher education, and supplying critical agricultural STEM workforce shortage areas that will be critical to meeting the daunting challenge of providing food and fiber for 9 billion people on the planet by 2050.

For the past six years Texas A&M AgriLife Extension has partnered with Roscoe Collegiate Independent School District in preparing youth through academic achievement, working with students from 3rd to 12th grade to provide experimental learning experiences for youth to build science, technology, engineering, and mathematics (STEM) mastery. Extension has been providing leadership in the development of student directed, research projects (Project Based Learning through 4-H) in the area of agriculture and natural resources to address real-world issues through real-world solutions. These hands-on projects are purposeful in connecting program content to career opportunities. Elementary and middle-school research projects are designed by Texas A&M AgriLife Extension Service faculty and add value to classroom instruction. The high school research projects are capstone projects conducted on an individual basis that are monitored by Extension.

This heutagogical approach enables 4-H members/students to progress from pedagogy to andragogy to heutagogy, with learners progressing in maturity and autonomy. The more mature 4-H members/students require less educator control and course structure and can be more self-directed in their learning, while less mature 4-H members/students require more educator guidance and course scaffolding. This approach also allows 4-H members/students to take ownership in the learning process which is characteristic of a heutagogical educational approach.

A retrospective post evaluation of 4-H members/students to determine if they are ready to pursue a career in STEM is reported in figure 3:

Figure 3.         Preparedness of 4-H members/students at Roscoe Collegiate Independent School District for STEM careers.

These 4-H members/students embrace the following concepts that are consistent with a Heutalogical educational approach;

• 4-H members/students embrace transformational education.
• 4-H members/students move from engagement to realization.
• 4-H members/students become more competent, they demonstrate the acquisition of knowledge and skills.
• 4-H member/students become more capable where skills and knowledge can be reproduced in unfamiliar situations.
• Younger 4-H members/students learn collaboratively, learners work together in a collaborative space to create shared meaning and to reflect and think about how they learned and how to apply it in practice.
• 4-H/students exhibit communication and teamwork skills.
• 4-H members/students exhibit creativity, particularly in applying competencies to new and unfamiliar situations and by being adaptable and flexible in approaches.

Take Home Points

By incorporating heutagogical practice, Extension educators have the opportunity to better prepare clientele to address the complex issues faced today and in the future. Distance education has a particular correspondence with the heutagogical approach, due to distance education’s inherent characteristics of requiring and promoting clientele autonomy, its traditional focus on developing individualized learning pathways, and its evolutionary and synergetic relationship with technology – all characteristics shared with heutagogy theory (Blaschke, 2012).

References

Blaske, L.M. (2012). Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined Learning. The International Review of Research in Open and Distance Learning. 13 (1). Available at: http://www.irrodl.org/index.php/irrodl/article/view/1076/2113.

Blaschke, L.M., & Brindley, J.  (2011). Establishing a foundation for reflective practice: Acase study of learning journal use. European Journal of Open, Distance, and E-Learning (EURODL), Special Issue Retrieved from http://www.eurodl.org/materials/special/2011/Blaschke_Brindley.pdf.

Blaschke, L.M., Porto, S., & Kurtz, G. (2010). Assessing the added value of Web 2.0 tools for              e-learning: The MDE experience. In Proceedings of the European Distance and ElearningNetwork (EDEN) Research Workshop, October 25-27, 2010. Budapest,Hungary.

Dromgoole, A. D., & Boleman, T. C. (2006). Distance education; Perceived barriers and opportunities related to extension program delivery. Journal of Extension [On-line], 44(5) Article 5RIB1. Available at: http://www.joe.org/joe/2006october/rb1.php.

Freeman, A., Adams S., & Cummins, M. (2016). NMC Technology Outlook for Cooperative Extension 2016-2021: A Horizon Project Sector Report. Austin, Texas: The New Media Consortium.

Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. United States of America: Cambridge Adult Education.

LinkedIn. (February 27, 2019). Share of learners who want fully self-directed and independent learning in the United States in 2019, by generation [Graph]. In Statista. Retrieved October 14, 2019, from https://www.statista.com/statistics/988933/workplace-learning-independent-learning-united-states-generation/