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Reference

Ally, M. (2008). Foundations of education theory for online learning. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 30 -33; 34-36). Retrieved from http://www.aupress.ca/index.php/books/12146
Anderson, T. (2016). Theories for learning with emerging technologies. In G. Veletsianos, Emergence and innovation in digital learning: Foundations and applications (pp. 38; 42- 44). http://www.aupress.ca/index.php/books/120258

Blaschke, L.M. (2012). Heutagogy and lifelong learning: a review of heutagogical practice and self - determined learning. The International Review of Research in Open and Distributed Learning, 13(1). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1076/2087

Kenyon, C. & Hase, S. (2001) Moving from Andragogy to Heutagogy in vocational education. Retrieved from  https://files.eric.ed.gov/fulltext/ED456279.pdf

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       IMPLICATIONS FOR LEARNING,    TEACHING        and ONLINE FACILITATION

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       IMPLICATIONS FOR LEARNING,    TEACHING        and ONLINE FACILITATION

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Blaschke (2012) posited the following implications:

Technology  makes heutagogy symbiotic with online learning. Heutagogy has the potential for the application of emerging technologies in online learning.

The profile of distance education learners usually includes mature adults and heutagogy is applicable for adults learning online.

Learner autonomy is a central skill of Heutagogy which is promoted and required in online learning.

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Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distance Learning. Retrieved from http://files.eric.ed.gov /fulltext/EJ979639.pdf.

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Science and Education Publishing is an academic publisher of open access journals. It also publishes academic books and conference proceedings. SciEP currently has 100+ open access journals in the areas of Earth &Environmental Sciences, Medicine &Healthcare, Biomedical &Life Sciences, Computer Science &Communications, Chemistry &Materials Science, Engineering, Physics &Mathematics, Business &Economics and Social Sciences &Humanities.

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According to Anderson (2016) the key theorists in Heutagogy are:

Stewart Hase

Chris Kenyon

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Heutagogy is extending control to the learner, who assumes  what to learn and how it should be delivered, being the major control agent in his own learning (Kenyon & Hase, 2001).

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      IMPLICATIONS FOR LEARNING,    TEACHING       and ONLINE FACILITATION

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      IMPLICATIONS FOR LEARNING,    TEACHING       and ONLINE FACILITATION

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Ally (2008)  cited the following as Implications:

The teaching-learning experience should be active, meaningful and engaging to facilitate personalized meaning.

Knowledge should be constructed by learners themselves. This is possible through interactive online discussions.

Learning should be collaborative, interactive and cooperative ., giving learners the opportunity to learn from others.

The learning process should be controlled by learners. The teacher acts as a guide, facilitating learning through discovery.

Learner reflection should be facilitated to enable meaningful information processing by the learners themselves.

An interactive learning atmosphere should be encouraged to promote advance learning, social presence and personalized meaning.

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According to Ally (2008) Constructivism is the theory that perceives learners as active participants who interprets and process what is received through the senses to create knowledege.

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According to Anderson (2016) The key theorists for  Constructivism are

John Dewey

Jean Piaget

George Mead

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LEARNING