স্বশিক্ষামূলক চর্চা এবং আত্মনির্ধারিত শিক্ষার পর্যালোচনা : দূরশিক্ষণে উদীয়মান প্রযুক্তির ভূমিকা/ A Review of Self-directed Learning and Self-determined Learning: The Role of Emerging Technologies in Distance Education

Abstract

Heutagogy, a self-determined learning approach grounded in the principles and practices of andragogy, has re-emerged in recent years as a significant pedagogical framework after a decade of growing attention. In heutagogical learning environments, learners are highly autonomous and self-directed, with a strong emphasis on developing their capabilities and competencies to effectively navigate the complexities of the modern workforce. This approach has been proposed as a theoretical foundation for guiding teaching and learning in distance education, particularly through the integration of emerging technologies and social media platforms. The renewed interest in heutagogy is partly driven by the widespread adoption of Web 2.0 technologies, which create learner-centered environments that foster collaboration, content creation, and self-directed exploration of knowledge.

             Based on an extensive review of existing literature and research, this paper defines and examines the concepts of andragogy and heutagogy, and analyzes the role of Web 2.0 in supporting heutagogical practices. It also presents examples of institutional initiatives that have incorporated heutagogical approaches. Drawing on these examples and research findings, key elements of heutagogical course design are identified. Ultimately, this paper provides a conceptual foundation for further discussion and research on heutagogy as a guiding theory for the effective use of new technologies in distance education.