Heutagogic approach to developing capable learners

The twenty-first century higher education sector has come a long way after undergoing continuous metamorphosis from pedagogy to andragogy. Most of the educational approaches adopted in medical schools are directed towards developing more of competencies and less of capability, which is the ability t...

Full description

Saved in:
Bibliographic Details
Published inMedical teacher Vol. 39; no. 3; pp. 295 - 299
Main Authors Abraham, Reem Rachel, Komattil, Ramnarayan
Format Journal Article
LanguageEnglish
Published England Taylor & Francis 01.03.2017
Taylor & Francis Ltd
Subjects
Andragogy
Autonomy
Competence
Curricula
Education, Medical, Undergraduate - methods
Educational Practices
Higher education
Learning
Learning Processes
Learning Strategies
Medical education
Medical personnel
Medical schools
Models, Educational
Personal Autonomy
Problem based learning
Social media
Students, Medical
Teacher Role
Teachers
Teaching
Workplaces
Online AccessGet full text

Cover

More Information
Summary:The twenty-first century higher education sector has come a long way after undergoing continuous metamorphosis from pedagogy to andragogy. Most of the educational approaches adopted in medical schools are directed towards developing more of competencies and less of capability, which is the ability to use competencies in novel contexts. Competencies alone are not sufficient to thrive in the present day work place as medical profession subsumes complex contexts; it is in this scenario that, medical educators are entrusted with the challenging task of developing "capable learners". In the heutagogical approach, learners are required to decide upon what to learn and how to learn and therefore the control of the learning process is on the learner and the role of the teacher becomes that of a navigator. This paper highlights the current higher educational practices based on heutagogy, considers its application in the context of Problem-based learning and also discusses a few challenges in incorporating this approach in the existing undergraduate medical curriculum. The article proposes the use of social media in order to support learner autonomy, which in turn improves learners' cognitive engagement with content and tasks, thereby assisting the development of attributes associated with capability.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:0142-159X
1466-187X
DOI:10.1080/0142159X.2017.1270433