Article Sidebar

Download
PDF
Statistic
Read Counter : 89 Download : 98

Downloads

Download data is not yet available.

Main Article Content

Abstract

Some problems are attached by the online learning system such as low self-learning awareness and conceptual understanding. One of the learning approaches is the concept of heutagogy which is the development of andragogy approach. Self-learning awareness and conceptual understanding are needed either online or offline learning system, so it can improve student learning outcomes in all subjects. However, previous studies on the effect of the heutagogy approach on self-learning awareness and conceptual understanding as well as relate it to increase learning outcomes is still limited. Likewise with research on how the influence of self-learning awareness, conceptual understanding and their interaction on increasing learning outcomes has not been found. As novelty, this study aims to determine the effect of the heutagogy approach on increasing conceptual understanding and self-learning awareness and the interaction effect of self-learning awareness and conceptual understanding on course learning outcomes. This study is quasi-experiment. A total of 250 first-year students were randomly selected as samples in the pre-test and post-test. Data were collected by distributing a set of questionnaires and a set of exams via Google forms and were analyzed using Statistical Package for Social Science 23.0 (SPSS v 23.0) and SmartPLS 3.0. Findings showed that the heutagogy approach has possitive and significant effect to increase conceptual understanding and self-learning awareness. Self-learning awareness has a positive and significant effect and also mediates the effect of conceptual understanding on learning outcomes. Heutagogy approach increase conceptual understanding (8.79%), self-learning awareness (10.68%), and learning outcomes (6.70%) compared with traditional method.

Keywords

learning awareness, conceptual understanding, heutagogy concept, learning outcomes, online learning

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright (c): Rinaldi Rinaldi, Deni Wahyuni, Isa Hamzah (2022)
How to Cite
Rinaldi, R., Wahyuni, D., & Hamzah, I. (2022). Heutagogy: Empirical study on conceptual understanding, self-learning awareness and learning outcomes. INVOTEK: Jurnal Inovasi Vokasional Dan Teknologi, 22(1), 1-10. https://doi.org/https://doi.org/10.24036/invotek.v22i1.986

References

  1. C. Hase, S., & Kenyon, Self-determined learning. Heutagogy in action. London: Bloomsbury, 2013.
  2. P. Adams, “Self-determined learning: Heutagogy in action.,” Br. J. Educ. Stud., vol. 62, no. 4, pp. 476–478, 2014.
  3. T. Nadelson, L. S., Sias, C. M., Matyi, J., Morris, S. R., Cain, R., Cromwell, M., & Xie, “A world of information at their fingertips: College students’ motivations and practices in their self-determined information seeking.,” Int. J. High. Educ., vol. 5, no. 1, pp. 220–231, 2016.
  4. & M. Ayres, M., Proce, A., Monk, A., “Using a heutagogical approach to develop an undergraduate GCA module: Developing GCA V2,” Res. Q. Exerc. Sport, vol. 87, pp. 27–62, 2016.
  5. L. M. Blaschke, “Heutagogy and lifelong learning: A review of heutagogical practice and selfdetermined learning,” Int. Rev. Res. Open Distrib. Learn., vol. 13, no. 1, pp. 56–71, 2012.
  6. Nkuyubwatsi, “The outcome of constructive alignment between open educational services and learners’ needs, employability and capabilities development: Heutagogy and transformative migration among underprivileged learners in Rwanda,” Cogent Educ., vol. 3, no. 1198522, pp. 1–11, 2016.
  7. J. Snowden, M., & Halsall, “Exploring the application of a self-determined approach to learning,” Int. J. Innov. Learn., vol. 22, no. 3, pp. 293–303, 2017.
  8. U. Pimmer, C., Chipps, J., Brysiewicz, P., Walters, F., Linxen, S., & Gröhbiel, “Supervision on social media: Use and perception of facebook as a research education tool in disadvantaged areas,” Int. Rev. Res. Open Distance Learn., vol. 17, no. 5, pp. 200–214, 2016.
  9. D. Cochrane, T., Antonczak, L., & Wagner, “Post-web 2.0 pedagogy: From student-generated content to international co-production enabled by mobile social media,” Int. J. Mob. Blended Learn., vol. 5, no. 4, pp. 1–18, 2013.
  10. N. Canning, “Playing with heutagogy: Exploring strategies to empower mature learners in higher education.,” J. Furth. High. Educ., vol. 34, no. 1, pp. 59–71, 2010.
  11. L. M. Blaschke, “Using social media to engage and develop the online learner in selfdetermined learning.,” Res. Learn. Technol., vol. 22, no. 1, pp. 1–23, 2014.
  12. C. M. Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, “When to use and how to report the results of PLS-SEM,” Eur. Bus. Rev., vol. 31, no. 1, pp. 2–24, 2019.
  13. R. Ashton, J., & & Elliott, “Juggling the balls – study, work, family and play: Student perspectives on flexible and blended heutagogy.,” Eur. Early Child. Educ. Res. Journal, vol. 15, no. 2, pp. 167–181, 2007.
  14. S.-C. Chai, S. C., Kong, “Professional learning for 21st century education.,” J. Comput. Educ., vol. 4, no. 1, pp. 1–4, 2017.
  15. M. Henseler, J., Ringle, C. M., & Sarstedt, “A new criterion for assessing discriminant validity in variance-based structural equation modeling,” J. Acad. Mark. Sci., vol. 43, no. 1, pp. 115–135, 2015.
  16. C. M. Richter, N. F., Cepeda Carrion, G. A., Roldán, J. L., & Ringle, “European management research using partial least squares Structural Equation Modeling (PLS-SEM): Editorial,” Eur. Manag. J., vol. 34, no. 6, pp. 589–597, 2016.
  17. G. Mateos-Aparicio, “Partial least squares (PLS) methods: Origins, evolution, and application to social science,” Commun. Stat. – Theory Methods, vol. 40, no. 13, pp. 2305–2317, 2011.
  18. H. Ghozali, I., & Latan, Partial least squares konsep, teknik dan aplikasi menggunakan program SmartPLS 3.0 untuk penelitian empiris. Senarang: Badan Penerbit Universitas Diponegoro, 2015.
  19. B. D. Atmojo, S. E., Muhtarom, T., Lukitoaji, “The Level of Self-Regulated Learning and Self-Awareness in Science Learning in the Covid-19 Pandemic Era,” J. Pendidik. IPA Indones., vol. 9, no. 4, pp. 512–520, 2021.
  20. J. Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, “Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender,” Comput. Human Behav., vol. 102, pp. 214–222, 2020.
  21. S. C. Kirkpatrick, A. J., Cantrell, M. A., & Smeltzer, “Relationships among nursing student palliative care knowledge, experience, self-awareness, and performance: An end-of-life simulation study.,” Nurse Educ. Today, vol. 73, pp. 23–30, 2019.