A Proposed Heutagogy Framework for Structural Steel Design in Civil Engineering Curriculum

Shahrin Mohammad, Tan Cher Siang, Sharifah Osman, Nurdiana Yasmin Jamaluddin, Nur Afiqah Mohamed Alfu, Lee Yeong Huei

Abstract


Education has traditionally been seen as a pedagogic (child) or andragogic (adult) relationship between the teacher and the learner. Moving parallel with today’s technology, learning should also involve in self-exposure to the knowledge by heutagogical method. In this era, information is getting easier to be accessed and shared through online or mobile system. Heutagogy learning is another method for life-long and self-determined learning. As steel is one of the common constructional materials, design information and specifications with the current code of practice should be given to the public in order to obtain reliable and safe build-ings. Therefore, this research emphasized the development of heutagogy framework for Euro-code structural steel design in civil engineering curriculum through the collection of infor-mation of successful curriculum on heutagogical approach, identification of the learning re-quirements from learner and educator via questionnaire survey and development of the heu-tagogy framework with structural equation modelling (SEM) analysis. Data were collected from 315 respondents consisted of learners and educators. The proposed framework focuses on four aspects of heutagogical approach to teaching and learning from different lenses of educa-tors and learners, namely learning plan, design course guidelines, challenge, and assessment. The framework may provide a useful guideline for future heutagogy education through an open-access platform for the civil engineering curriculum.

Keywords


Education; civil engineerin; heutagogical approach; structural equation modelling

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Copyright (c) 2019 Shahrin Mohammad, Tan Cher Siang, Sharifah Osman, Lee Yeong Huei, Nurdiana Yasmin Jamaluddin, Nur Afiqah Mohamed Alfu


International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
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