Table 1 A summary of the key features of... | Emerald Publishing

Table 1

A summary of the key features of pedagogy, andragogy and heutagogy

Feature	Pedagogy	Andragogy	Heutagogy
Definition	“Leading the child”	Self-directed learning	Self-determined learning
Role of the student	Largely passive and receptive	Focussed on an imposed curriculum or task	Concerned with problem solving, often in the work context
Role of the educator	Controls learning- the educator as the “expert”	A partnership between the educator and learner- the educator as a “facilitator”	Learner is in control of learning- the educator is a “coach”
Learning context	Learning is concerned with on meeting the learning objectives and assessment criteria	Learning is task-driven and often multi-disciplinary in nature, and learner autonomy	Learning is enquiry-based and determined by the learner. Learning can be non-linear in nature
Curriculum context	Formal, common to all learners and non-negotiable	Develops self-concept through support and guidance	Self-conceived, meeting the needs of an individual and their context
Cognition context	Cognitive- the process of acquiring specified knowledge	Metacognitive- reflection on own learning and how this can be improved	Epistemic- thinking about the meaning of an individual’s position in a wider societal context
Motivation context	Motivation is influenced by external context- i.e. family, peer group, etc.	Motivation is intrinsic, with self-worth linked to achievement	Motivation is tied to the benefits of learning how to learn
Knowledge production context	To understand the facts / knowledge of a subject	To arrive at a negotiated understanding	To create new knowledge for the individual and a new understanding of their real-world environment
Institutional context	School, post-compulsory and Higher Education sectors	Adult learning sector	University sector

Feature	Pedagogy	Andragogy	Heutagogy
Definition	“Leading the child”	Self-directed learning	Self-determined learning
Role of the student	Largely passive and receptive	Focussed on an imposed curriculum or task	Concerned with problem solving, often in the work context
Role of the educator	Controls learning- the educator as the “expert”	A partnership between the educator and learner- the educator as a “facilitator”	Learner is in control of learning- the educator is a “coach”
Learning context	Learning is concerned with on meeting the learning objectives and assessment criteria	Learning is task-driven and often multi-disciplinary in nature, and learner autonomy	Learning is enquiry-based and determined by the learner. Learning can be non-linear in nature
Curriculum context	Formal, common to all learners and non-negotiable	Develops self-concept through support and guidance	Self-conceived, meeting the needs of an individual and their context
Cognition context	Cognitive- the process of acquiring specified knowledge	Metacognitive- reflection on own learning and how this can be improved	Epistemic- thinking about the meaning of an individual’s position in a wider societal context
Motivation context	Motivation is influenced by external context- i.e. family, peer group, etc.	Motivation is intrinsic, with self-worth linked to achievement	Motivation is tied to the benefits of learning how to learn
Knowledge production context	To understand the facts / knowledge of a subject	To arrive at a negotiated understanding	To create new knowledge for the individual and a new understanding of their real-world environment
Institutional context	School, post-compulsory and Higher Education sectors	Adult learning sector	University sector