Learning Confidence Research Articles

Cognitive load and processes during chest radiograph interpretation in the emergency department across the spectrum of expertise.

In the emergency department (ED), chest radiographs (CXRs) provide essential information for clinical diagnostic reasoning. Errors in interpretation by emergency physicians can lead to negative patient outcomes. To aid in teaching this important skill, an understanding of cognitive processes and cognitive load (CL) in CXR interpretation in emergency medicine (EM) personnel is warranted. This study adopted a concurrent mixed-methods research design. Participant groups included medical students (M), junior (J) and senior (S) EM residents, and attending emergency physicians (P) in the ED at an academic hospital. To elucidate cognitive processes, a real-time cognitive task analysis during CXR interpretation was performed. Interviews were audio recorded, transcribed verbatim, and analyzed thematically. The interview was followed by a questionnaire, where participants rated their CL, stress, and confidence level. Levels of CL (M vs. S and M vs. P, p=0.002; J vs. S, p=0.004; J vs. P, p=0.005) and stress (J vs. P, p=0.002) decreased, while confidence levels increased (M vs. S, p=0.006; J vs. S, p≤0.001; J vs. P, p=0.003) as experience level increased. Qualitative analysis of interviews revealed four themes: checking behavior, information reduction, pattern recognition versus systematic viewing, and recognizing scope of practice. Experts commonly utilized checking behavior (e.g., comparison to prior radiographs) and deprioritized task irrelevant data. Experts used a general overview technique as their initial approach as opposed to a systematic viewing approach, and they more readily recognized an EM physicians' scope of practice in this task. This study characterized differences in cognition that led to increased CL, stress, and lower level of confidence in EM learners during CXR interpretation and provided insight into expertise development in this important skill.

Rigorous PBL by Design: Three Shifts for Developing Confident and Competent Learners

Rigorous PBL by Design: Three Shifts for Developing Confident and Competent Learners

The Zipperator! A Novel Model to Simulate Penile Zipper Entrapment.

The Zipperator! A Novel Model to Simulate Penile Zipper Entrapment.

IMPACT OF ONLINE EDUCATION ON STUDENT’S SATISFACTION AND SELFCONFIDENCE ON LEARNING DURING COVID -19 IN PAKISTAN

Educational institutions were closed in Pakistan due to the COVID-19 pandemic and started online classes to continue the education system. A web-based survey was conducted to investigate students' level of satisfaction in learning and self-confidence over proficiency in lessons learned during online classes. A fast, reliable internet facility took as a mediator between the study variables. The sample consisted of 160 university students from both rural and urban backgrounds of Punjab. Two scales; an adapted version of Student Satisfaction and Self-Confidence in Learning and an online education scale used in the study. Results showed a significant negative relationship between online education and student satisfaction, self-confidence over the material learned. However, the fast and reliable internet connection significantly mediates the levels of satisfaction and self-confidence upon learning. The study found that university students are only satisfied and confident with their material learned if the technology supports this education system.

문제중심학습을 연계한 시뮬레이션 실습교육에서 간호대학생의 문제해결능력, 임상수행능력, 학습자신감의 변화 : 암환자 간호 시나리오 중심으로

본 연구는 간호대학생을 대상으로 문제중심학습 연계 시뮬레이션 실습(S-PBL)의 효과를 파악하기 위해 시도되었다. 본 연구는 단일군 반복측정설계로 G시 N대학 간호학과 4학년 65명이 참여하였다. 프로그램은 암환자 간호에 대한 2개의 시나리오를 기반으로 각 모듈 별 시뮬레이션-문제중심학습-시뮬레이션-디브리핑 과정으로 구성되었다. S-PBL프로그램의 적용 전, 4주 후, 8주 후에 문제해결능력, 임상수행능력, 학습자신감의 변화여부를 측정하였다. 수집된 자료는 Repeated-measures ANOVA를 이용하여 분석하였다. 연구결과, 문제해결능력은 사전 점수 4.18±0.47점, 4주 후 4.34±0.40점, 8주 후 4.56±0.42점으로 증가하였고 시간에 따라 유의한 차이가 있었다(F=31.95, p<.001). 임상수행능력은 사전 점수 3.90±0.39, 4주 후 3.96±0.37점, 8주 후 4.20±0.41점으로 증가하였고 시간에 따라 유의한 차이가 있었다(F=21.26, p<.001). 학습자신감은 사전 점수 3.91±0.39점, 4주 후 4.06±0.36점, 8주 후 4.25±0.38점으로 증가하였고 시간에 따라 유의한 차이가 있었다(F=24.91, p<.001). 본 시뮬레이션 운영 설계 효과에 대한 외적 타당도를 높이기 위한 무작위 대조군 실험설계 연구가 추후에 이루어져야 할 것이다.

Cases of Writing Education for Self-Expression Using an Online Platform and the Operation Plans Thereof －Focusing on SNS and OVP Writing

This study started from recognizing the fact that writing education for self-expression using an online platform is necessary for those university students who have been engaging in routinized, non-face activities due to COVID-19, and who have thus become very familiar with communication via an online platform. As things are, writing education as a university liberal arts subject has limitations for students who are not only familiar with writing in a digital world, so to speak, but who are expected to respond to our rapidly changing society using only traditional writing educational methods. To overcome these limitations, this study first emphasized the necessity of writing education for self-expression using an online platform that would serve as a window for communication. Secondly, this study proposed cases of writing education for self-expression using an online platform operated as a non-curricular program at University A. Participating students were highly satisfied with the topic of the non-curricular program, the content of the program operation, and the educational method of the program itself. In addition, the students were also highly satisfied with the possibility of using the program after they completed it, stating that their future participation would instill in them a sense of empowerment. These results show that writing education for self-expression using an online platform can contribute to the writing confidence of learners in various communication areas. Also, this study emphasized that non-curricular programs for self-expression using an online platform can be expanded to incorporate traditional university writing subjects, and further presented curriculum and operation plans to operate within current curricular writing subjects.

Nursing students' experiences with simulation-based education as a pedagogic method in low-resource settings: A mixed-method study.

This study introduced simulation-based education in nurse education programs in Tanzania and Madagascar and explored nursing students' experiences with this pedagogic method as a mode of learning. Simulation-based education has barely been introduced to education programs in resource-constrained settings. The study was conducted in two nurse education programs: one in rural Tanzania and the other in the mid-land of Madagascar. Both institutions offer diploma programs in nursing. Simulation-based education has not been included in the teaching methods used in these nursing programs. A descriptive and convergent mixed method design was employed. Ninety-nine nursing students were included in the study. Simulation sessions followed by data collection took place once in 2017 and twice in 2018. Data were collected by means of several questionnaires and six focus groups. The data were analyzed using descriptive statistics and qualitative content analysis. The Standards for Reporting Qualitative Research (SRQR) was used to report the results. The quantitative data revealed that the students rated all the questions related to the simulation design elements, educational practices, and students' satisfaction and self-confidence in learning with scores of above four on a 5-point Likert scale. The qualitative data from the first theme, building competence and confidence, further emphasized and outlined the quantitative results. Additionally, the qualitative data revealed a second theme, improving through encouragement and corrections. The students clearly expressed that they wanted to be aware of their weaknesses to be able to improve; however, the provision of feedback should be carried out in an encouraging way. The findings indicated that the nursing students were satisfied with simulation as a pedagogic method, as it improved their competence and prepared them for professional practice. Further research is necessary to explore whether the students are able to transfer their knowledge into clinical practice. Simulation as a pedagogic method is valuable for the learning of clinical skills and preparation for clinical practice.

The effectiveness of interactive training and microlearning approaches on motivation and independent learning of medical students during the COVID-19 pandemic

ABSTRACT In the COVID-19 pandemic period, most students felt lonely, accordingly their motivation for self-learning was low. The study aimed to increase their enthusiasm for work, and to improve their learning of biochemical subjects in the medical education programme during the pandemic period. Small parts of educational materials (microlearning) were presented in different formats such as videos, interactive education exercises, game-based quizzes and final exam was taken. The achievement of learning objectives of the course was evaluated by a survey. Students participating in daily activities gained higher self-confidence in learning and their final exam grade was higher compared to non-participating students (7.35 ± 1.37 vs 7.06 ± 1.88, p = 0.038). Most of the students agreed that daily activities (52%) increased their motivation to work. This approach might be proposed as a practice that supports distance learning, or even traditional education, especially in medical education that includes complex issues.

Effectiveness of Clinical Simulation and Peer-Assisted Learning to Teaching About the Sexuality of People With Spinal Cord Injury.

BACKGROUND: The sexuality of people with spinal cord injury (SCI) is a subject often neglected by healthcare professionals because of their lack of knowledge or understanding of how to proceed in this context. Different teaching strategies can be used to fill this knowledge gap, such as clinical simulation and peer-assisted learning. This study evaluates the effects of an educational intervention on nursing students' knowledge acquisition about the sexuality of individuals with SCI and on the students' self-confidence and satisfaction with the experience. METHODS: Quasi-experimental, pretest-posttest design was conducted with nursing students (N = 54). The intervention was the application by a senior-level nursing student of 2 scenarios of high-fidelity clinical simulation. The primary outcome was the knowledge about the sexuality of people with SCI. The secondary outcome was the satisfaction and self-confidence in learning. We performed descriptive and inferential statistics and built multiple linear regression models. RESULTS: The effect of the intervention on knowledge acquisition ranged from the mean of 1.26 in the pretest to 3.10 in the posttest. The means in the scores of satisfaction and self-confidence were considered excellent and correlated with knowledge acquisition. Previous attendance of a class on SCI positively interfered in the scale of knowledge acquisition. CONCLUSION: We verified an effect size ranging from medium to large magnitude for knowledge acquisition, and great satisfaction and self-confidence in learning through the use of simulated experience and peer-assisted learning.

Morning report goes virtual: learner experiences in a virtual, case-based diagnostic reasoning conference.

Participation in case-based diagnostic reasoning (DR) conferences has previously been limited to those who can attend in-person. Technological advances have enabled these conferences to migrate to virtual platforms, creating an opportunity to improve access and promote learner participation. We describe the design and evaluation of virtual morning report (VMR), a novel case-based DR conference that aimed to expand access to these conferences, leverage a virtual platform to create new opportunities for learner participation, and improve learner confidence in performing DR. VMR took place on a videoconferencing platform. Participants included health professions students, post-graduate trainees, and practitioners. In designing VMR, we adapted concepts from the experience-based model of learning to design opportunities for learner participation. Teaching strategies were informed by information-processing and situativity theories. We evaluated learner experiences in VMR using a survey with open and closed-ended questions. Survey items focused on accessing case-based teaching conferences outside of VMR, participant perceptions of the educational value of VMR, and VMR's impact on participants' confidence in performing DR. We used thematic analysis to manually code open-ended responses and identify themes. 203 participants (30.2%) completed the survey. 141 respondents (69.5%) reported they did not otherwise have access to a DR conference. The majority of participants reported increased confidence performing DR. Respondents highlighted that VMR supplemented their education, created a supportive learning environment, and offered a sense of community. VMR can expand access to DR education, create new opportunities for learner participation, and improve learner confidence in performing DR.

Improving Student Confidence With Electronic Health Record Order Entry.

Despite near-universal utilization of electronic health records (EHRs) by physicians in practice, medical students in most ambulatory settings gain limited experience with placing EHR orders. In this study, an individual preceptor site investigated the usefulness of a targeted curriculum in improving students' EHR confidence and clinical reasoning skills. Family medicine clerkship students assigned to one community health center were invited to participate in this prospective, survey-based study. In their first week, students observed a preceptor performing EHR tasks. For the remainder of the 4-week clerkship, students utilized decision support tools, assigned a working diagnosis, entered unsigned orders in the EHR, proposed an assessment, and discussed a plan with a preceptor. Students completed weekly questionnaires to self-report confidence across several EHR domains while preceptors synchronously evaluated students' accuracy with entering orders correctly. From February 2017 to March 2020, all 49 eligible students completed the study. One hundred percent of students reported that placing EHR orders was beneficial to their medical education. The difference over time in learner confidence with placing EHR orders was statistically significant across every domain (eg, writing prescriptions, ordering labs and imaging). Preceptors' evaluations of students' accuracy with placing orders also showed significant improvement between each week. Clerkship-wide EHR training may be limited by multiple sites with multiple EHR products. This pilot study suggests that committed faculty at an individual preceptor site can offer a targeted curriculum to help students develop EHR confidence. We propose other preceptors similarly offer students this opportunity to maximize clerkship education.

Konsep Diri dan Hasil Belajar Siswa MAN 1 ACEH TIMUR

The self-concept is the center of personality which is a real picture of a person's self, both from an individual's understanding of what and who he is so that individuals can understand himself well. Self-concept is very important, because with a positive self-concept, a person will be more confident with all his strengths and weaknesses. This is related to one's ability to use cognitive abilities according to optimal potential. So, self-concept with learning outcomes are related to each other, a close relationship and useful in achieving success. Likewise, students of MAN 1 Aceh Timur who have a positive self-concept will be successful in participating in teaching and learning activities and in their lives. Self-concept is the center of personality which is a real picture of a person, both from an individual's understanding of what and who he is so that individuals can understand himself well. Self-concept is very important, because with a positive self-concept, a person will be more confident with all his strengths and weaknesses. This relates to a person's ability to use cognitive abilities in accordance with optimal potential. For that, it takes motivation and support from parents, family, and the environment so that students have a positive self-concept in seeing themselves. High self-confidence can increase self-confidence in learning, consequently increasing student learning outcomes. Belief in one's ability to pursue every process in teaching and learning activities is an advantage and a necessity in the world of education. With hope, students who have a positive self-concept will be more successful in pursuing the long path of education and also in post-education life.&#x0D; &#x0D;

Combining Teaching Strategies, Learning Strategies, and Elements of Super Learning Principles

Blending teaching strategies, learning strategies, and elements of super learning principles increase learning outcomes tremendously in any case, situation, or academic subject. Employing teaching and learning strategies adequately impact on an interactive session (academic subjects or any field) to a great degree, enhance learners’ motivation significantly, improve self confidence and self esteem of learners considerably, and soar learning outcomes substiantly. It is impossible to combine all learning and teaching strategies (there are many techniques, and a small space time to incorporate them in one lesson or an academic subject.) in an academic subject entirely. Accordingly, strategic teaching or learning establishes skills or techniques in addressing a lesson or digesting information from the lesson. Also, learning results depend on the quantity and quality of combining learning and teaching strategies, and components of super learning principles. The greater the participation of mixing techniques or skills in a lesson, the greater are the positive results in the learning outcomes. Teaching and learning strategies, and superlearning elements are in a close relationship with each other; teaching strategies imply learning strategies and elements of super learning. Combination of the three ingredients play a crucial part in any lesson, academic subject, or general knowledge; mixing all these three components together wisely maximizes learning outcomes enormously.

Advanced Second Language Learners of Mandarin Show Persistent Deficits for Lexical Tone Encoding in Picture-to-Word Form Matching

People who grow up speaking a language without lexical tones typically find it difficult to master tonal languages after childhood. Accumulating research suggests that much of the challenge for these second language (L2) speakers has to do not with identification of the tones themselves, but with the bindings between tones and lexical units. The question that remains open is how much of these lexical binding problems are problems ofencoding(incomplete knowledge of the tone-to-word relations) vs.retrieval(failure to access those relations in online processing). While recent work using lexical decision tasks suggests that both may play a role, one issue is that failure on a lexical decision task may reflect a lack of learner confidence about what isnota word, rather than non-native representation or processing of known words. Here we provide complementary evidence using a picture-phonology matching paradigm in Mandarin in which participants decide whether or not a spoken target matches a specific image, with concurrent event-related potential (ERP) recording to provide potential insight into differences in L1 and L2 tone processing strategies. As in the lexical decision case, we find that advanced L2 learners show a clear disadvantage in accurately identifying tone mismatched targets relative to vowel mismatched targets. We explore the contribution of incomplete/uncertain lexical knowledge to this performance disadvantage by examining individual data from an explicit tone knowledge post-test. Results suggest that explicit tone word knowledge and confidence explains some but not all of the errors in picture-phonology matching. Analysis of ERPs from correct trials shows some differences in the strength of L1 and L2 responses, but does not provide clear evidence toward differences in processing that could explain the L2 disadvantage for tones. In sum, these results converge with previous evidence from lexical decision tasks in showing that advanced L2 listeners continue to have difficulties with lexical tone recognition, and in suggesting that these difficulties reflect problems both in encoding lexical tone knowledge and in retrieving that knowledge in real time.

IMPLEMENTATION OF 2 STAY 2 STRAY MODEL IN LEARNING THE CONCEPT OF alpha, Beta, AND Gamma RADIATIONS

The two stay two stray cooperative learning model basically emphasizes students to work together in groups, and provides opportunities for groups to share the results and information obtained with other groups, so that the learning process will be student-centered. This study aims to achieve optimum student learning activities through the application of the Two Stay Two Stray (TSTS) model in learning the concepts of alpha, beta and gamma rays, and to describe the student's response to the TSTS cooperative learning that has been implemented. The method used is quantitative with the pre-experimental research model type one shot case study. A total of 26 students taking radiochemistry courses were the subjects of this study. Research data were collected through student activity observation sheets during lectures and a student response questionnaire consisting of 10 statements. The results of observations on student activities show that the aspect of explaining in the lecture material, the aspect of cooperation between colleagues, and the activity of answering questions, respectively, have a value of 86, 85 and 90 percent. In general, students' positive responses to the application of the TSTS model were 95%. From the research results, it can be concluded that the implementation of TSTS is very effective in increasing student learning activities, making students happy in learning, and fostering self-confidence in learning.

Guided discovery learning, personality traits, and speaking confidence of Iranian Intermediate EFL Students

The current work aims to examine the association between Guided Discovery Learning (GDL) and personality traits and speaking confidence of Iranian EFL learners in terms of their gender. The study was conducted based on a quantitative-descriptive research method and quasi-experimental design. Accordingly, 60 participants were chosen in terms of convenience-random sampling from two language institutes in Tehran. They included both female (N=30) and male (N=30) of general English courses and were in the age range of 15 to 34 years. The results revealed that extraversion made a significant contribution to the self-confidence of Iranian EFL learners. Also, the guided discovery resulted in a more realistic classroom with an atmosphere like daily life as the learners were more active and responsible. Our findings might have significant implications for the curriculum and material designers to incorporate the GDL principles and students’ personality traits.

Enhancing Students’ Confidence in an English Language Classroom

Second language learners have shown to be often passive in language classrooms and lessons. In this current era of globalization, there is a need for English instructors to improve their inactive learners' confidence so as they can be capable of participating actively in oral classroom activities. Based on this issue, the study aimed to investigate the strategies that can be put in place to improve the learner's confidence in speaking. The sample of the study involved seven (7) male students and 39 females of the Bachelor of Elementary Education (BEEd) in Samar State University. For the sake of improving learners' confidence, thirty minutes in each learning session was set aside to interview activities which lasted for a period of eight (8) consecutive weeks. The views and perceptions of the learners' confidence development were obtained by use of quantitative analysis in line the with confidence questionnaire. The findings of the study revealed that incorporation of additional speaking activities in classrooms resulted to an increase in learners’s confidence. Encouraging learners to collaborate with their colleagues also improved their confidence.

Comparing traditional, immersive simulation with Rapid Cycle Deliberate Practice in postgraduate year 2 anesthesiology residents

BackgroundRapid Cycle Deliberate Practice (RCDP) is an increasingly popular simulation technique that allows learners to achieve mastery of skills through repetition, feedback, and increasing difficulty. This manuscript describes the implementation and assessment of RCDP in an anesthesia residency curriculum.MethodsResearchers describe the comparison of RCDP with traditional instructional methods for anesthesiology residents' application of Emergency Cardiovascular Care (ECC) and communication principles in a simulated environment. Residents (n = 21) were randomly assigned to either Traditional or RCDP education groups, with each resident attending 2 days of bootcamp. On their first day, the Traditional group received a lecture, then participated in a group, immersive simulation with reflective debriefing. The RCDP group received education through an RCDP simulation session. On their second bootcamp day, all participants individually engaged in an immersive simulation, then completed the “Satisfaction and Self-Confidence in Learning” survey. Application of ECC and communication principles during the simulation was scored by a blinded reviewer through video review. Participants ended the bootcamp by ranking the experiences they found most valuable.ResultsNo significant differences were found in the different group members’ individual performances during the immersive simulation, nor in the experiences they deemed most valuable. However, the Traditional education group reported higher levels of satisfaction and self-confidence in learning in 5 areas (p = 0.004–0.04).ConclusionsRegardless of RCDP or Traditional education grouping, anesthesia residents demonstrated no difference in ECC skill level or perceived value of interventions. However, members of the Traditional education group reported higher levels of satisfaction and self-confidence in numerous areas. Additional RCDP opportunities in the anesthesia residency program should be considered prior to excluding it as an educational method in our program.

CME curriculum improves clinician knowledge, competence, and confidence in managing patients with NF1-related tumors.

e23009 Background: Neurofibromatosis type 1 (NF1) is an uncommon complex autosomal dominant disorder caused by germline mutations in the NF1 tumor suppressor gene. Therapeutic options have historically been limited with surgical debulking being the preferred treatment modality. However, recent clinical data have shown improved outcomes with the use of MEK inhibitors. The objective of this study was to assess the educational impact of a series of continuing medical education (CME) activities on the knowledge, competence, and confidence of physician learners with respect to the treatment of NF1-related tumors. Methods: The educational series consisted of four online, CME-certified activities. For each activity, educational effect was assessed with a repeated pairs pre-/post-assessment study including a 3-item, multiple choice, knowledge/competence questionnaire and one confidence assessment question, with each participant serving as his/her own control. To assess changes in knowledge, competence, and confidence data from all clinicians who completed both pre- and post-questions were aggregated across activities, stratified by learning theme, and evaluated by target specialty. A repeated pairs pre-/post-assessment study design was used and McNemar’s test or paired samples t-test (P &lt; .05) assessed educational effect. The first activity in the series launched Dec. 2019 and the last launched June 2020; data were collected until Dec. 2020. Results: Overall significant improvements were seen after education for oncologists (N = 258, P &lt; .001), neurologists (N = 474, P &lt; .001), surgeons (N = 427, P &lt; .001), neurosurgeons (N = 93, P &lt; .05), and pediatricians (N = 56, P &lt; .001), regardless of practice setting. A sub-analysis of community specialists also showed significant improvements after education: oncologists (N = 117, P &lt; .01), neurologists (N = 188, P &lt; .001), and surgeons (N = 206, P &lt; .001). Outcomes assessed by learning themes and specialty showed relative percent increases, with the majority being statistically significant. Conclusions: This analysis demonstrates that oncologists’ and other specialists’ knowledge, competence, and confidence regarding the treatment of NF1-related tumors improved after education, as measured through a comprehensive analysis of CME outcomes data from a variety of activities designed to achieve these ends. These results have the ability to translate to improvements in clinical care. Despite the improvements, additional educational activities are needed to address residual gaps and further increase clinicians’ ability in this clinical setting.

Creating technology‐enabled lifelong learning: A heutagogical approach

AbstractCan a new instructional approach influence lifelong learning and the development of competent lifelong learners? Blended and online learning provides a platform for learning that introduces technological affordance to enable learning. We seek to find an intersection between blended and online learning and lifelong learning through an instructional approach that encourages learners towards management of their own learning. This opens the door to becoming an autonomous, capable, self‐directed lifelong learner. In this context, heutagogy offers an instructional approach that may connect blended and online learning settings with the development of lifelong learning competence. After conducting a systematic literature review using the terms heutagogy, blended and online learning, and lifelong learning, literature that considers how to inspire and build human agency capabilities over the lifespan was chosen for Delphi method expert review. Using this methodology, we explore the possibility that online and blended higher education will contribute, where heutagogical experiences exist, to technology‐enabled lifelong learning. Results corroborate the idea that heutagogy and lifelong learning are intertwined by some common principles and that these are applicable to both blended and online learning settings and lifelong learning. Practitioner notesWhat is already known about this topic Recent, and what is often continuous, change is impacting all we do, including the design and delivery of education. This change requires new instructional models that improve immediate learning outcomes and prepares learners for learning across the lifespan. The use of instructional processes labeled heutagogy include the opportunity for, and application of, activities of learning self‐direction, ‐determination, and ‐regulation, which can be helpful, even essential, for lifelong learning. What this paper adds This paper identifies an informed perspective, from data, that heutagogical design must be consciously implemented and supported for online and blended learning by instructional designers, instructors, and institutional leadership and infrastructure. It is reasonable to suggest that online and blended learning could contribute, where heutagogical learning opportunities exist, to technology‐enabled lifelong learning. Instructional practices that include choice, flexible or negotiated assessment, facilitation of reflection, learner confidence development, and involvement of the learner in designing their learning can be considered heutagogical. Implications for practice and/or policy Develop policy in support of a change in instructional practice that embraces a heutagogical approach in the design of courses to foster greater self‐directed and lifelong learning. Educational development to support instructors to understand heutagogy and how it can be applied in the design and delivery of blended and online learning to foster technology enabled lifelong learning. With the implementation of a heutagogical approach, student orientation along with purposeful scaffolding needs to be implemented to support students as they become more autonomous learners in technology‐enabled settings.