THE USE OF PEDAGOGICAL, ANDRAGOGICAL, AND HEUTAGOGICAL LEARNING PRINCIPLES IN UNDERGRADUATE HUMANITIES COURSES: AN EXAMINATION OF STUDENT AND FACULTY PERCEPTIONS
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2021-05
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Abstract
This study examined how students and faculty perceived the use of pedagogy, andragogy, and heutagogy in undergraduate humanities courses. Humanities courses, in particular at small, liberal arts institutions, are underrepresented in research about perceptions of learning and teaching. Participants in this study were undergraduate students and faculty at a small, private liberal arts university. Student participants were given one survey about their perceptions of their learning environment and another survey about their attitudes and approaches to learning and studying. Faculty participants were given one survey about their perceptions of learner-centered beliefs and attitudes; the second survey asked about their orientation to teaching. Responses were coded to correspond to principles along the pedagogy-andragogy-heutagogy (PAH) continuum. Results suggested that student and faculty perceptions of the level of pedagogical, andragogical, and heutagogical principles and strategies in undergraduate humanities courses are similar. Students reported positive perceptions of their experiences with teaching and learning; they also demonstrated balanced, yet deep approaches to studying and learning. Faculty members reported beliefs that tend to be learner-centered and focused on conceptual change over information transfer. These results are discussed in terms of application of the PAH continuum to expand teaching and learning opportunities and promoting the self-efficacy and capability of humanities undergraduates.