Heutagogy in Postgraduate Education: Cognitive Advantages for Higher Degree Online Students

  • Sue Gregory
  • Michelle Bannister-Tyrrell
  • Jennifer Charteris
  • Adele Nye
Reference work entry
Part of the University Development and Administration book series (UDAA)


As the nature of postgraduate education changes with the inclusion of diverse groups of students who may live at a distance (sometimes in remote areas) and new and emerging technological affordances, shifts are signaled in relationships with peers, teaching staff, and higher education organizations. Heutagogy, as a self-directed approach to learning, supports higher-level cognitive function, double-loop learning, and a shift from educator centered to learner initiated and driven learning. Provided is an account of heutagogy in the form of three case studies that illustrate heutagogy in the teaching, learning, and supervision of online postgraduate education students through a variety of traditional, immersive, and engaging emerging online tools. By discussing the use of both traditional and emerging innovative ICT tools, provided is an overview of how postgraduate students can demonstrate heutagogical approaches to learning, offering readers ideas and alternatives to use in their profession as online educators.


Heutagogy Andragogy Postgraduate student Distance education Online learning Technologies 


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Copyright information

© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  • Sue Gregory
    • 1
  • Michelle Bannister-Tyrrell
    • 1
  • Jennifer Charteris
    • 1
  • Adele Nye
    • 1
  1. 1.School of EducationUniversity of New EnglandArmidaleAustralia

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