Temat: SELF-DETERMINED LEARNING - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Rozwój potencjału dorosłych z perspektywy heutagogicznej
ADULT CAPABILITY DEVELOPMENT IN HEUTAGOGICAL PERSPECTIVE
Autorzy:: Czerka, Eliza
Powiązania:: https://bibliotekanauki.pl/articles/418021.pdf
Data publikacji:: 2009
Wydawca:: Akademickie Towarzystwo Andragogiczne
Tematy:: ADULT DEVELOPMENT
CAPABILITY
HEUTAGOGY
SELF-DETERMINED LEARNING
Opis:: Heutagogy is an educational concept which puts emphasis on the development of learners' capability understood as 'an integration of confidence in one's knowledge, skills, self-esteem and values' (Stephenson, 1992). The process of learning is learner-centred in this approach, which enables the learner to use their own experience and be led by their needs and expectations in order to make their plan of development more appropriate and adaptive to changing circumstances. According to Stewart Hase and Chris Kenyon - the concept's authors, heutagogy is an extension of pedagogical and andragogical approaches. This paper explains main assumptions of the concept and shows research data on this idea implementation in VET and educational practice.
Źródło:: Rocznik Andragogiczny; 2009, R. 2009
1429-186X
2391-7571
Pojawia się w:: Rocznik Andragogiczny
Dostawca treści:: Biblioteka Nauki

Artykuł

Skocz do pozycji: 2.

Tytuł:: Rethinking Learning Engagement with Gen Z Students
Autorzy:: Cook, Vicky S.
Powiązania:: https://bibliotekanauki.pl/articles/425895.pdf
Data publikacji:: 2019
Wydawca:: Szkoła Główna Handlowa w Warszawie
Tematy:: heutagogical learning
generation Z
mobile learning
co-constructivism
self-determined learning
Opis:: Hase and Kenyon (2001) explored the learning theory of heutagogy along the continuum of learning theories. Heutagogy provides a framework for self-determined learning and follows the continuum created through the theories of pedagogy and andragogy. However, the practice of heutagogy allows students to remain in control of their learning through the application of self-determined learning. This approach is significant when used in relation to mobile learning devices. This theory is highly relevant in considering how to best provide learning for Gen Z students, born between 1995 and 2012. This paper suggests there are benefits in exploring Gen Z student learning through a heutagogical application.
Źródło:: e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2019, 3 (80); 67-70
1731-6758
1731-7428
Pojawia się w:: e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:: Biblioteka Nauki

Artykuł

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