Gazi, Y. (2014, June), Issues Surrounding a Heutagogical Approach in Global Engineering Education  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20722

\bibitem{asee_peer_20722}
  Gazi, Y. (2014, June), \emph{Issues Surrounding a Heutagogical Approach in Global Engineering Education}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20722

Yakut Gazi.  "Issues Surrounding a Heutagogical Approach in Global Engineering Education".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20722 Internet.  15 Dec, 2024

\bibitem{asee_peer_20722}
  Yakut Gazi.
  "Issues Surrounding a Heutagogical Approach in Global Engineering Education".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20722 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_20722
author = "Yakut Gazi"
title = "Issues Surrounding a Heutagogical Approach in Global Engineering Education"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20722}
number = {10.18260/1-2--20722}
}

TY  - CPAPER
AB  -  Issues Surrounding a Heutagogical Approach for Global Engineering EducationHeutagogy is the study of self-directed learning that originates from andragogy. In aheutagogical approach, learners are expected to be highly autonomous and the goal is todevelop of learner competencies as well as produce learners with capacities and capabilities tolearn. The instructor facilitates the learning process, provides guidance and resources;however, it is the learner who owns the path to learning path and processes and determineswhat will be learned and how. The recent interest in heutagogy is also a result of thetechnological advances and advent of online learning environments, where the learners haveaccess to a plethora of resources and are expected to take charge of their own learning. Whileheutagogy is an attractive approach with potential to create successful learning environmentsfor many students, it also needs to be examined from a global/intercultural perspective for itsvalidity for non- Anglo- and non-Western cultures, especially because more and more learningenvironments (for example, MOOCs) are becoming global, housing a wide variety of studentsand cultures. The concept of the autonomy of learner in making choices about materials,activities, and assessments of learning should also be scrutinized for science, engineering, andtechnology-related fields, where gaps in competency can lead to major material losses as wellas loss of lives. This paper will examine the heutagogical approach in engineering educationusing Hofstede’s dimensions of national culture: power distance, uncertainty avoidance,individualism/collectivism, masculinity/femininity, long-term/short-term orientation, andindulgence/restraint. The discussion will also include the notion of “adulthood” in differentcultures, as learning environments based on heutagogy and andragogy assumes the learners tobe adults. The discussion will end with an analysis of the value of heutagogy in academic versusworkforce development environments in science, technology, and engineering.
AU  - Yakut Gazi
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Issues Surrounding a Heutagogical Approach in Global Engineering Education
UR  - https://peer.asee.org/20722
DO  - 10.18260/1-2--20722
ER  -