Published 2024-05-16
Keywords
- Self-Directed Learning,
- Digital migration,
- Media Democratization
How to Cite
Abstract
Media technology in smartphones and tablets, enables the integration of innovations such as immersive realities. Innovation in mobile media may heighten the chances of problem-solving and skill acquisition for learners (Hernawan et al., 2022). Kugler (2017) predicted that this will be at the forefront of mobile learning. Taking a media studies approach, this paper addresses the question of how Heutagogy in mobile media facilitates and diverse the engagement of learners. Classical studies have restricted communication in learning in direct interaction between the knowledge provider and the learner in a fixed physical location, known as Pedagogy. In a post- covid-world, mobile media apps offer features that may extend the horizon of engagement. This transformation in learners’ autonomy from Andragogy to Heutagogy may pave the way for alternative possibilities in transforming the learning experience. In this paper, I will design a qualitative approach to investigate media and Heutagogy by assessing the autonomy and the engagement of learners with mobile media. I will execute a methodological triangulation between systematic literature review, interviews with learners, and a theoretical framework. The research design will be a sequential and exploratory. Ideally, the analysis will lead to a thematic analysis. The theoretical lens of interpretation will be viewed through the realm of self-determination theory. The findings will purposefully address the motivational elements in learning within a key learning app. The discussion of this paper may aspire to provide original evidence for autonomous learners in the pursuit of skill acquisition via new media. It may explore along the way the learners’ digital migration within the platforms of new media. Finally, this paper may contribute to the continuous progress of learning skills and extend the limits of knowledge regarding new media.
References
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