ABSTRACT

This systematic review investigated the contexts, critiques, and challenges of using heutagogy (Hase & Kenyon, 2000), an emerging instructional approach that emphasizes the self-determination of learners, to develop lifelong learners. A total of 33 peer-reviewed publications published between 2000 and 2019 were aggregated and synthesized, and findings explored the role that technology played in supporting the heutagogical approach and learning environments and contexts that have used heutagogy. The review concludes with the critiques and challenges of the heutagogical approach.

中文翻译：

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借助遗传学发展终身学习：背景，批评和挑战

摘要

这篇系统的综述研究了使用heutagogy的背景，批评和挑战（Hase＆Kenyon，2000），这是一种新兴的教学方法，强调学习者的自决能力，以培养终身学习者。在2000年至2019年期间，总共出版了33篇经同行评审的出版物，这些出版物经过汇总和综合，研究结果探索了技术在支持遗传学方法和使用遗传学的学习环境和环境中的作用。审查总结了对批评方法的批评和挑战。