The Impact of the Heutagogy Approach on Responsibilities for Online Learning in Statistics Courses
Abstract
This study aims to determine: (1) learning responsibilities and; (2) positive, negative and accompaniment impacts that occur after learning statistics using the heutagogy approach. This study uses an impact evaluation method with a goal free evaluation model. The population of this study was 104 students who took the Statistics course in the Odd Semester 2020. The sample was selected using a systematic technique as many as 82 students. The research data were collected from grades and assignments documents, interviews and learning responsibility questionnaires. The quality of the instrument was controlled using item validity and reliability with a halving technique. The validity of the qualitative data was controlled by means of document triangulation and interviews. The results showed: (1) the highest learning responsibility was in the learning effort, followed by discipline, independence, motivation and honesty; (2) the positive impact is felt by students in the upper group because they are more successful in learning anytime and anywhere, the negative impact is felt by the lower group because it opens up opportunities to look for examples of friends' answers. The impact of the accompaniment is that there is cooperation in the face of difficulties
References
Alturkistani, A., Car, J., Wells, G., & Meinert, E. (2018). Corresponding Author : An evaluation of a Massive Open Online Course ( MOOC ) about data science for continuing education in healthcare. Research Gate, May. https://doi.org/10.2196/preprints.10982
Ardaiolo, F. P., Neilson, S., & Daugherty, T. K. (2011). Teaching Students Personal and Social Responsibility with Measurable Learning Outcomes. Journal of College and Character, 12(2), 1–9. https://doi.org/10.2202/1940-1639.1781
Blaschke, L. M., & Hase, S. (2015). Heutagogy: A holistic framework for creating 21st century self-determined learners. Springer, July. https://doi.org/https://www.researchgate.net/publication/280717279 Heutagogy:
Çam, Ş. S., & Oruç, E. Ü. (2014). Learning responsibility and balance of power. International Journal of Instruction, 7(1), 5–16.
Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability (Switzerland), 12(24), 1–22. https://doi.org/10.3390/su122410367
Fjelstul, J. (2006). The Impact Of Online Education On Academic Performance For Ladies Professional Golf Association Teaching And Club Professionals [University of Central Florida]. https://stars.library.ucf.edu/etd/760
Gamage, D., Perera, I., & Fernando, S. (2016). Improving effectiveness of MOOCs. ICCE 2016 - 24th International Conference on Computers in Education: Think Global Act Local - Doctoral Student Consortia Proceedings, 5–8.
Hase, S., & Kenyon, C. (2013). Self-Determined Learning. In Bloomsbury Academic (Vol. 5, Issue 1). Bloomsbury Publishing Plc 50.
Helker, K., & Wosnitza, M. (2014). Responsibility in the school context – development and validation of a heuristic framework. Frontline Learning Research, 2(3), 115–139. https://doi.org/10.14786/flr.v2i3.99
Irawan, A. W., Dwisona, D., & Lestari, M. (2020). Psychological Impacts of Students on Online Learning During the Pandemic COVID-19. KONSELI : Jurnal Bimbingan Dan Konseling (E-Journal), 7(1), 53–60. https://doi.org/10.24042/kons.v7i1.6389
Munah Hartuti, P., & Widyasari, H. (2016). Peran Kemampuan Awal Matematika dan Persepsi Mahasiswa pada Statistika terhadap Prestasi Belajar Statistika. SAP (Susunan Artikel Pendidikan), 1(2), 135–144. https://doi.org/10.30998/sap.v1i2.1020
Narayan, V., Herrington, J., & Cochrane, T. (2019). Design principles for heutagogical learning: Implementing student-determined learning with mobile and social media tools. Australasian Journal of Educational Technology, 35(3), 86–101. https://doi.org/10.14742/ajet.3974
Neff, C. B. (2016). Toward a Definition of Academic Responsibility. Journal of Higher Education, 40(1), 12–22. https://doi.org/https://doi.org/10.1177/1206331205275020
Pokhrel, S., & Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. Higher Education for the Future, 8(1), 133–141. https://doi.org/10.1177/2347631120983481
Syahputri, V. N., Rahma, E. A., Setiyana, R., Diana, S., & Parlindungan, F. (2020). Online learning drawbacks during the Covid-19 pandemic: A psychological perspective. EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English, 5(2), 108–116. https://doi.org/10.26905/enjourme.v5i2.5005
Tiejun, Z. (2016). Empirical research on the effectiveness of MOOCs in developing design students on sino-foreign cooperation university programs. International Journal of Emerging Technologies in Learning, 11(6), 19–27. https://doi.org/10.3991/ijet.v11i06.5304
Utami, Y. P., & Cahyono, D. A. D. (2020). Study At Home: Analisis Kesulitan Belajar Matematika Pada Proses Pembelajaran Daring. Jurnal Ilmiah Matematika Realistik, 1(1), 20–26. https://doi.org/10.33365/ji-mr.v1i1.252
Vo, M. H., Zhu, C., & Diep, A. N. (2020). Students’ performance in blended learning: disciplinary difference and instructional design factors. Journal of Computers in Education, 7(4), 487–510. https://doi.org/10.1007/s40692-020-00164-7
Worthen, B. (1990). Program Evaluation. In The International Encyclopedia of Educational Evaluation (pp. 42–47). Pergamon Press.
Youker, B. W., Hunter, O. C., & Bayer, N. (2016). Who Needs Goals? A Case Study of Goal-Free Evaluation. Journal of MultiDisciplinary Evaluation, 12(27), 27–43.
Youker, B. W., & Ingraham, A. (2014). Goal-Free Evaluation: An Orientation for Foundations’ Evaluations. The Foundation Review, 5(4). https://doi.org/10.9707/1944-5660.1182
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
