Enhancing Learning for Early Years Foundation Degree Students: Empowerment through Heutagogy and Reflecting on the Notion of Knowledgeable Others

Akyol, Z., & Garrison, R.D. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), 233–250. DOI: 10.1111/j.1467-8535.2009.01029.x Search in Google Scholar

Barnett, R., & Coate, K. (2010). Engaging the curriculum in higher education. Maidenhead: Open University Press. Search in Google Scholar

Basit, T., Eardley, A., Borup, R., Shah, H., Slack, K., & Hughes, A. (2015). Higher education institutions and work-based learning in the UK: employer engagement within a tripartite relationship. Higher Education, 70(6), 1003–1015. Search in Google Scholar

Blackmur, D. (2015). Arguing with Stephanie Allais. Are national qualifications frameworks instruments of neoliberalism and social constructivism? Quality in Higher Education, 21(2), 213–228. Search in Google Scholar

Blaschke, L.M. (2012). Heutagogy and lifelong learning: a review of heutagogical practice and self-determined learning. International Review of Research in Open Distance Learning, 13, 56–71. Search in Google Scholar

Becker, H.S. (1970). Field work evidence. In H. Becker, Sociological work: Method and substance (pp. 39–62). New Brunswick, NJ: Transaction Books. Search in Google Scholar

British Educational Research Association (BERA) (2018). Ethical guidelines for educational research. Available on: https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018 Search in Google Scholar

Blunkett, D. (2000). Modernising higher education. London: Maritime Greenwich University. Search in Google Scholar

Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press. Search in Google Scholar

Canning, N., & Callan, S. (2010). Heutagogy: Spirals of reflection to empower learners in higher education. Reflective Practice, 11(1), 71–82. DOI:10.1080/14623940903500069. Search in Google Scholar

Chacko, T. (2018). Emerging pedagogies for effective adult learning: From andragogy to heutagogy. Archives of Medicine and Health Sciences, 6(2), 278–284. Search in Google Scholar

Coghlan, D., & Holian, R. (2007). Editorial: insider action research. Action Research, 5, 5–10. Search in Google Scholar

Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education (8^th ed.) Abingdon: Routledge. Search in Google Scholar

Creswell, J.W., & Creswell, J.D. (2018). Research design: qualitative, quantitative and mixed methods approaches (5^th ed.). Los Angeles: Sage. Search in Google Scholar

Creswell, J.W., & Plano-Clark, V.L. (2007). Designing and conducting mixed-method research. Thousand Oaks, CA: Sage. Search in Google Scholar

Department for Education and Skills (2004). Foundation degree task force report to ministers. London: DfES. Search in Google Scholar

Drake, P. (2010). Grasping at methodological understanding: a cautionary tale from insider research. International Journal of Research & Methods in Education, 33(1), 85–99. Search in Google Scholar

Fleer, M. (2010). Early learning and development. Cultural historical concepts in play. Cambridge: Cambridge University Press. Search in Google Scholar

Foucault, M. (1970). The order of things: Archaeology of the human sciences. London: Pantheon Books. Search in Google Scholar

Garrison, D.R., & Anderson, T. (2003). E-learning in the 21^st century: a framework for research and practice. London: Routledge/Farmer. Search in Google Scholar

Garrison, D.R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7, 95–105. Search in Google Scholar

Gosling, A. (2016). Quality early years environments. In Slaughter, E. (Ed.), Quality in the early years. London: Open University Press. Search in Google Scholar

Gray, D. (2018). Doing research in the real world (4^th ed.). London: Sage Publications Search in Google Scholar

Halsall, J.P., Powell, J.M., & Snowden, M. (2016). Determined learning approach: Implications of heutagogy society based learning. Cogent Social Sciences, 2, (online). Retrieved from: http://dx.doi.org/10.1080/23311886.2016.1223904 Search in Google Scholar

Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. Ultibase retrieved from: https://webarchive.nla.gov.au/awa/20010220130000/http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm Search in Google Scholar

Hase, S., & Kenyon, C. (2007). Heutagogy: a child of complexity theory. Complicity: An International Journal of Complexity and Education, 4(1), 111–119. Search in Google Scholar

Higher Education Institution (2019). Early Years Foundation Degree Programme Handbook. Institution documentation. Search in Google Scholar

Knowles, M.S. (1970). The modern practice of adult education: Andragogy versus pedagogy. Chicago: Association Press. Search in Google Scholar

Knowles, M.S. (1984). Andragogy in action. Applying modern principles of adult learning. San Francisco, CA.: Jossey Bass. Search in Google Scholar

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. Search in Google Scholar

Maxwell, J.A. (2010). Using numbers in qualitative research. Qualitative Inquiry, 16(6), 475–482. Search in Google Scholar

McAuliffe, M., Hargreaves, D., Winter, A., & Chadwick, G. (2008). Does pedagogy still rule? In Proceedings of the 2008 AAEE Conference, December 7–10, 2008, Yeppoon, Queensland. Retrieved from: http://www.engineersmedia.com.au/journals/aaee/pdf/AJEE_15_1M-cAuliffe%20F2.pdf Search in Google Scholar

McNiff, J. (2010). Action research for professional development. Poole: September Books. Search in Google Scholar

Milligan, L. (2016). Insider-outsider-inbetweener? Researcher positioning, participative methods and cross-cultural educational research. Compare: A Journal of Comparative and International Education, 46(2), 235–250, DOI:10.1080/03057925.2014.928510 Search in Google Scholar

Newson, J., & Newson, E. (1975). Intersubjectivity and the transmission of culture: on the social origins of symbolic functioning. Bulletin of the British Psychological Society, 28, 437–446. Search in Google Scholar

Nicholls, G. (2005). New lecturers’ constructions of learning, teaching and research in higher education. Studies in Higher Education, 30(5), 611–625. Search in Google Scholar

Nonaka, I., & Takeuchi, H. (1995). The knowledge-creating company: How Japanese create the dynamics of innovation. Oxford: Oxford University Press. Search in Google Scholar

Nonaka, I., Toyama, R., & Konno, N. (2000). SECI, ba and leadership: a unified model of dynamic knowledge creation. Long Range Planning, 1(33), 5–34. Search in Google Scholar

Oi-Ngor Cheung, S. (2015). Pedagogical practice wisdom in social work practice teaching – a kaleidoscopic view. Social Work Education, 34(3), 258–274, DOI: 10.1080/02615479.2014.1000293 Search in Google Scholar

Oppenheim, A.N. (1992). Questionnaire design, interviewing and attitude measurement. New York: Continuum. Search in Google Scholar

Pyrko, I., Dorfler, V., & Eden, C. (2019). Communities of practice in landscapes of practice. Management Learning, 50(4), 482–499. DOI: 10.1177/1350507619860854 Search in Google Scholar

Quality Assurance Agency for Higher Education (2015). The UK quality code for higher education. Available from: http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code Search in Google Scholar

Robinson, O.C. (2014). Sampling in interview-based qualitative research: A theoretical and practical guide. Qualitative Research in Psychology, 11(1), pp. 25–41. DOI: 10.1080/14780887.2013.801543 Search in Google Scholar

Robson, C., & McCartyan, K. (2016). Real world research (4^th ed.). Oxford: Blackwell Publishing. Search in Google Scholar

Simon, A., Owen. C. Hollingworth, K., & Rutter, J. (2015). Provision and use of pre-school child-care in Britain. London: IOE Thomas Coram Research Unit. Search in Google Scholar

Teusner, A. (2016) Insider research, validity issues, and the OHS professional: one person’s journey. International Journal of Social Research Methodology, 19(1), 85–96. DOI: 10.1080/13645579.2015.1019263 Search in Google Scholar

UNESCO (2011). International standard classification of education. http://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-isced-2011-en.pdf Search in Google Scholar

Usher, R. (2002). Textuality and reflexivity in educational research. In D. Scott & R. Usher, (Eds.), Understanding Educational Research, (pp. 33–51), (3^rd ed.). London: Routledge. Search in Google Scholar

Van Dijk, T.A. (2001). Critical discourse analysis. In D. Schiffrin, D. Tannen & H.E. Hamilton (Eds.), The handbook of Discourse Analysis. Oxford: Blackwell Publishers Ltd. Search in Google Scholar

Vygotsky, L.S. (1978). Mind in society: development of higher psychological processes. Cambridge, MA: Harvard University Press Search in Google Scholar

Wang, V., & King. K. (2006). Understanding Mezirow’s theory of reflectivity from Confucian perspectives: a model and perspective. Radical Pedagogy, 8(1), 1–8. Search in Google Scholar

Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge, UK: Cambridge University Press. Search in Google Scholar

Wenger-Trayner, E., Fenton-O’Creevy, M., Hutchison, S., & Wenger-Trayner, B. (Eds.). (2014). Learning in landscapes of practice: Boundaries, identity, and knowledgeability in practice-based learning. New York: Routledge. Search in Google Scholar

Yin, R. (2018). Case study research and applications: design and methods (6^th ed.). Los Angeles: Sage. Search in Google Scholar