Heutagogical Design Principles for Online Learning: A Scoping Review

Abstract

ABSTRACT In higher education, heutagogical design principles may be utilized to foster active teaching and learning to engage learners in an online learning environment. This research study aims to investigate the application of heutagogical design principles such as exploration, creation, collaboration, connection, reflection, and knowledge sharing. Therefore, a scoping review was conducted to identify and analyze the potential use of heutagogical design principles across a variety of online instructional approaches, including personalized learning, peer learning, smart learning, self-regulated learning, independent learning, learner-centered learning, facilitative learning, collaborative learning, free-choice learning, and lifelong learning within the theoretical framework of heutagogy. The results revealed that the most frequent instructional approaches included collaboration, self-regulation, personalization, and lifelong learning. Thus, instructional approaches encouraged students to connect with peers and instructors within the facilitative learning environment. As a result, instructors developed students’ 21st century skills in the scope of engaging, meaningful, and experiential learning environments. Online teaching and learning in higher education might be diversified based on heutagogical principles and instructional approaches and their subsequent implementation in the context of higher education.