UPSI Digital Repository (UDRep)
|
UPSI Digital Repository (UDRep)
|
|
|
| ||||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| The study aimed to develop a holistic integrated framework for promoting mobile-Heutagogical
practices among student teachers. Methodologically, this study was carried out based on the
phenomenological perspective of selected student teachers concerning the above affordances and
challenges of M-Heutagogy through interviews. Thereafter, followed by the quantitative approach
which has included pre-service teachers and practicing teachers. Structural Equation Modeling
(SEM) with the use of IBM SPSS Amos was performed to determine the estimates of the
parameters of the study framework. Based on the interview findings, it was revealed that the use
of such a novel learning tool helped spur their students’ interest, stimulate their curiosity, and
improve their confidence in learning scientific concepts. However, the main barriers to full
integration of such a tool in teaching and learning were attributed to the lack of technical support,
teaching skills and confidence, and suitable facilities. For the framework results, it showed that
the proposed model fulfilled the requirements of the predetermined fit index, showing Use
Expectancy (UE), Facilitating Condition (FC), Social Influence (SI), and Mobile Teacher Efficacy
(MTE) were significant factors of behavioral intention (BI). Overall, the analysis of SEM provided
strong evidence that the variables of the study contributed to 69.8% of the variances in BI. As a
conclusion, the use of M-Huetagogy has proven can help to improve student participation in the
learning process through more intense discussions among student teachers, which led to an
improved understanding of learning concepts. The study implicates that the proposed conceptual
framework can serve as a constructive guideline to help the stakeholders, notably the policymaker,
professional development for teachers and to facilitate the implementation of mobile heutagogical
practices. |
| References |
Ajzen, I. (1991). The Theory of Planned Behavior. Organizational Behavior and Human Decision Processes, 50, 179-211.
Ashton, J., & Elliott, R. (2007). Juggling the balls—Study, work, family and play: Student perspectives on flexible and blended heutagogy. European Early Childhood Education Research Journal, 15(2), 167-181.
Atherton, P. (2018). 50 Ways to Use Technology Enhanced Learning in the Classroom: Practical Strategies for Teaching. Learning Matters.
Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental psychology, 25(5), 729.
Banerjee, P. (2019). Heautagogy: A self-determined approach enhances constructivism. International Journal of Scientific Research and Review, 7(6), 223-230.
Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and selfdetermined learning. The International Review of Research in Open and Distributed Learning, 13(1), 56-71. doi:10.19173/irrodl.v13i1.1076
Blaschke, L. M., & Hase, S. (2016). Heutagogy: A holistic framework for creating twentyfirst-century selfdetermined learners. In The future of ubiquitous learning (pp. 25-40).Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-47724-3_2
Blaschke, L. M., & Hase, S. (2019). Heutagogy and digital media networks: Setting students on the path to lifelong learning. Pacific Journal of Technology Enhanced Learning, 1(1), 1-14. doi:10.24135/pjtel.v1i1.1
Chacko, T. (2018). Emerging pedagogies for effective adult learning: From andragogy to heutagogy. Archives of Medicine and Health Sciences, 6(2), 278-283. doi:10.4103/amhs.amhs_141_18
Chan, C. S. C. Leng, P. G., Zaharul Lailiddin, S. & Lim, C. K. (2018). Empowering Youth Performance of the Living Multicultural Heritage of Tanjong Malim through a Heutagogical Approach. In Mohd Kipli, A. R., Chan, C.S.C., Zaharul Lailiddin, S., Augustine, C. & Maniam, S. (Eds.), Proceedings of the 3rd International Music and Performing Arts Conference (pp. 37-45). Tanjong Malim: Faculty of Music and Performing Arts, Universiti Pendidikan Sultan Idris, Malaysia.
Chan, C. G., Mohamed Amin, E. & Harwati, H. (2019). Primaryschool teachers’ readiness towards heutagogy and peeragogy. Asian Education Studies, 4(1), 11-21.
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8) doi:10.1287/mnsc.35.8.982 Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace 1. Journal of applied social psychology, 22(14), 1111-1132
Eachempati, P., KS, K. K., Komattil, R., & Ismail, A. R. H. (2017). Heutagogy through Facebook for the millennial learners. MedEdPublish, 6. https://doi.org/10.15694/mep.2017.000194
Eachempati, P., KS, K. K., Komattil, R., & Ismail, A. R. H. (2017). Heutagogy through Facebook for the millennial learners. MedEdPublish, 6. https://doi.org/10.15694/mep.2017.000194
Fishbein, M. A., & Ajzen, I. (1975). Belief, attitude, intention and behaviour: An introduction to theory and research. Reading, MA: Addison-Wesley. doi:10.2307/2065853
Fuchs, C. (2018). Industry 4.0: The Digital German Ideology. tripleC: Communication, Capitalism & Critique, 16(1), 280-289. https://doi.org/10.31269/triplec.v16i1.1010
Hair, J. F., Babin, B. J., & Krey, N. (2017). Covariance-based structural equation modeling in the Journal of Advertising: Review and recommendations. Journal of Advertising, 46(1), 163-177. doi:10.1080/00913367.2017.1281777
Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. Ulti-BASE In-Site.
Hase, S., & Kenyon, C. (2007). Heutagogy: A child of complexity theory. Complicity: An international journal of complexity and education, 4(1). https://doi.org/10.29173/cmplct8766
Hase, S. (2014a). An introduction to self-determined learning (heutagogy) in L. M Blaschke, C. Kenyon & S.
Hase, S. (eds.) Experiences in self-determined learning, Amazon, 1-19.
Hase, S. (2014b). Skills for the Learner and Learning Leader in the 21st Century, in L. M Blaschke, C. Kenyon & S. Hase, S. (eds.) Experiences in self-determined learning, Amazon, 99-110.
Jones, C., Penaluna, K., & Penaluna, A. (2019). The promise of andragogy, heutagogy and academagogy to enterprise and entrepreneurship education pedagogy. Education+ Training.
Kamrozzaman, N. A., Badusah, J., & Wan Mohammad, W. M. R. (2019). Heutagogy approach: Effectiveness of M-learning for lifelong learning education/Pendekatan heutagogi: Keberkesanan M-pembelajaran untuk pendidikan sepanjang hayat. Sains Humanika, 11(3), 53-61. doi:10.11113/sh.v11n3.1496
Kementerian Pendidikan Malaysia. (2015). Executive Summary Malaysia Education Blueprint 2015-2025 (Higher Education). Putrajaya: Kementerian Pendidikan Malaysia.
Lin, L. and H. Reinders. (2017). "Assessing learner autonomy: development and validation of a localized scale." in Innovation in Language Learning and Teaching, (Palgrave Macmillan, London, 2017), pp. 307-328.
Malek, J. A. (2018). The Impact of Heutagogy Education Through Telecentre in Smart Village (SV). e-Bangi, 14(2).
Ministry of Higher Education. (2018b). Framing Malaysia Higher Education 4.0: Future-proof talents. Putrajaya: Kementerian Pendidikan Tinggi Malaysia.
Muhamad Saiful Bahri Yusoff, Anees JaneeAli @ Hamid, Eugene Ong Boon Beng, Mohd Ghows Mohd Azzam, & Morshidi Sirat. (2018). Malaysia's Future Higher Education Scenarios: Fourth Industrial Revolution and Beyond.
Narayan, V., & Herrington, J. (2014). Towards a theoretical mobile heutagogy framework. Paper presented at ASCILITE 2014: The Rhetoric and Reality: Critical perspectives on educational technology, Dunedin.
Nor Adila Kedin, Shahitul Badariah Sulaiman, Izni Syamsina Saari, Ainon Syazana Ab. Hamid, & Nurul Emyza Zahidi (2018). Heutagogy Approach: Exploring Statistics in MOOC. UNIVERSITY CARNIVAL on e-LEARNING (IUCEL) 2018, 148.
Ruslin Amir, Hamidun Bunawan & Mohd Firdaus Yahaya (2018). Cabaran Mahasiswa dan Kolej Kediaman Mendepani Revolusi Industri 4.0. Governans, Institusi & Pengurusan Kewangan, Prosiding Konvensyen Kepengetuaan dan Felo Penghuni Kolej Kediaman Universiti Awam Kebangsaan 2018. https://doi.org/10.30880/jts.2018.10.01.008
Rogers, M. E. (1983). Diffusion of innovations. The Free Press.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
Ventakesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly, 27(3), 425-478.
Venkatesh, V., Thong, J. Y. L., & Xu, X. (2012). Consumer Acceptance and Use of Information Technology: Extending the Unified Theory of Acceptance and Use of Technology. MIS Quarterly, 36(1), 157-178.
Vurdien, R. and Puranen, P. (2020). "Enhancing Students' Intercultural Competence and Learner Autonomy via Facebook Telecollaboration." In Multicultural Instructional Design: Concepts, Methodologies, Tools, and Applications, pp. 646-666.
Wahi, W. & Idris, F. (2017). Pendekatan Heutagogi dalam Pendidikan Citra UKM abad ke -21. Wang, Y., & Baker, R. (2015). Content or platform: Why do students complete MOOCs. MERLOT Journal of Online Learning and Teaching, 11(1), 17-30.
Wong, K. T., Hwang, G. J., Goh, P. S. C., & Mohd Arif, S. K. (2018). Effects of blended learning pedagogical practices on students’ motivation and autonomy for the teaching of short stories in upper secondary English. Interactive Learning Environments, 1-14. doi:10.1080/10494820.2018.1542318
Wong, K. T., Abdullah, N., & Goh, P. S. C. (2019). A cross examination of the intention to integrate MOOCs in teaching and learning: An application of multi-group invariance analysis. International Journal of Emerging Technologies in Learning (iJET), 14(19), 106-116. doi:10.3991/ijet.v14i19.10642
Thompson, R. L., Higgins, C. A., & Howell, J. M. (1991). Personal computing: toward a conceptual model of utilization. MIS quarterly, 125-143.
Taylor, S., & Todd, P. A. (1995). Understanding information technology usage: A test of competing models. Information systems research, 6(2), 144-176.
|
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |