ABSTRACT

This empirical qualitative study investigates whether the introduction of heutagogy in contemporary nursing education can foster the development of the digital self-determined learner, who is prepared to work and live in the fourth industrial age and beyond. The impact of heutagogical design on learner process and outcomes is explored through qualitative framework analysis of learner data and reflective educator observations. Findings suggest that with careful scaffolding and courage in remaining true to the educational philosophy, this approach has the potential to develop learners who demonstrate key principles of heutagogy including non-linear learning, learner agency, capability, self-reflection and metacognition and double-loop learning. This innovative study provides insight into the process of developing the self-determined learner and encourages further research into flexible and learner-centred approaches across Higher Education.

摘要

这项经验性的定性研究调查了将当代医学学引入当代护理教育中是否可以促进数字自主学习者的发展，该学习者准备在第四工业时代及以后的时代工作和生活。通过对学习者数据的定性框架分析和反思性教育者的观察，探索了教学设计对学习者过程和结果的影响。研究结果表明，通过谨慎的脚手架和勇气保持对教育理念的忠诚，这种方法有可能发展出展示出遗传学关键原理的学习者，包括非线性学习，学习者代理，能力，自我反思和元认知以及双回路学习。