Model of Nonlinear Learning Path using Heutagogy

Abstract

The nonlinear learning path used in self-determined learning is more adaptable than the linear learning path. However, nonlinear learning paths are rarely studied in depth. Indeed, an optimal learning path can help students learn more efficiently by reducing cognitive surplus. Therefore, the purpose of this study is to generalize a model of nonlinear learning path using heutagogy. Based on sixteen primary studies spanning two decades of self-determined learning practice, the optimal learning path model has been generalized. The findings indicated that heutagogy has grown in popularity during the last decade. Furthermore, the optimal nonlinear learning path model consists of seven steps: (1) As a co-learner, the educator provides the necessary introduction; (2) students choose learning tools; (3) students choose groupwork activities; (4) students explore and participate in student-centered heutagogy activities; (5) the educator observes (and assesses) the task; (6) the educator provides learning support; and (7) the educator measures the learning outcome. The success of the nonlinear learning path is contingent upon the course reconstruction process, educator capacity building activities, and assessment of student readiness. This study suggests that further research on self-determined learning should be conducted to incorporate a nonlinear learning path model, particularly in the domain of natural sciences and technology.