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Exploring the application of a self-determined approach to learning

Author

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  • Michael Snowden
  • Jamie P. Halsall

Abstract

University education has traditionally been seen as a dyadic relationship between the lecturer and the learner: typically, it is the lecturer who decides what the learner needs to know in terms of knowledge and skills, and indeed, how the knowledge and skills should be taught. The aim of this paper is to critically explore the contemporary debates on the application of self-determined learning within a higher education setting. This research project used a series of qualitative focus group meetings. This research recommends that there is a need for a clearer requirement for on applying heutagogical principles for promoting engagement in the higher education teaching and learning environment.

Suggested Citation

  • Michael Snowden & Jamie P. Halsall, 2017. "Exploring the application of a self-determined approach to learning," International Journal of Innovation and Learning, Inderscience Enterprises Ltd, vol. 22(3), pages 293-303.
    • Handle: RePEc:ids:ijilea:v:22:y:2017:i:3:p:293-303
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    Cited by:

    1. Łukasz Kański & Jan Chadam & Grzegorz Kłosowski, 2022. "Intellectual Capital: A New Predictive Indicator for Project Management Improvement," Sustainability, MDPI, vol. 14(22), pages 1-22, November.

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