Applications of heutagogy in the educational use of e-portfolios

Abstract

Preparing students for the complex and changing nature of the workforce has become an overriding objective within higher education. New pedagogies, which incorporate both informal and formal learning and support personalization of learning, are central to this objective. Educators are required to reassess the use of traditional pedagogies, as they attempt to foster development of skills and competencies for lifelong learning. Heutagogy, or self-determined learning, is a learning theory that addresses this need, giving students agency in determining what and how they learn. The theory is based in the principles of learner agency, capability and self-efficacy, reflection and metacognition, and non-linear learning, and when used with technology can be a powerful instructional approach for building students’ self-directed and lifelong learning skills. A compelling example of this is the e-portfolio. As a platform and assessment tool, the e-portfolio spans the spectrum of lifelong learning, as well as encompasses both formal and informal learning of the individual learner and addresses critical aspects of learning and reflection, showcasing the learner’s acquired skills and competencies. Based on successful cases in the literature, this article discusses the principles of heutagogy, the pedagogy-andragogy-heutagogy (PAH continuum) and its application in online learning environments, and the use of the e-portfolio in further cultivating and advancing self-determined learning. The article also offers recommendations for future practice and theory.