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The knowledge of learning strategies as an

alternative for the strengthening of

heutagogical competences in university

students in virtual mode

El conocimiento de estrategias de aprendizaje como

alternativa para el fortalecimiento de competencias

heutagógicas en estudiantes universitarios en

modalidad virtual

Floralba del Rocío Aguilar-Gordón

Universidad Politécnica Salesiana del Ecuador, Quito, Ecuador

Universidad Centro Panamericano de Estudios Superiores, Zitácuaro, México

faguilar@ups.edu.ec

https://orcid.org/0000-0002-9886-6878

(Received on: 05/02/2024; Accepted on: 28/03/2024; Final version received on: 20/05/2024)

Suggested citation: Aguilar-Gordón, F. (2024). The knowledge of learning strategies as an

alternative for the strengthening of heutagogical competences in university students in

virtual mode. Revista Cátedra, 7(2), 19-38.

Abstract

The article analyses the importance of knowledge of learning strategies to develop

heutagogical competences in virtual university students. The manuscript raises as a

fundamental problem the lack of development of heutagogical competences or the

necessary skills and abilities that allow university students to learn in an autonomous and

self-directed way. In response to this problem, the author proposes a number of strategies

such as problem-based learning, collaborative learning and the use of technology to foster

autonomous and self-directed learning. She theorises some questions about the

philosophical, sociological, psychological, and pedagogical foundations of learning

strategies; she makes a conceptual approach to heutagogy, its characteristics, principles and

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history. It examines the pillars of education as the main reference for understanding the

formulation of learning strategies with a view to achieving an integral education of the

human being. It is research with a qualitative exploratory approach that is supported by

theoretical level methods such as the analytical-synthetic method and the inductive-

deductive method and empirical level methods such as the direct experience of the

researcher, content analysis, documentary analysis and literature review. Relevant findings

include the need to propose various intentional, autonomous, metacognitive,

contextualised, active and duly evaluated learning strategies in order to support the

development of heutagogical competences, contribute with mechanisms for the adaptation

of students to social changes, promote self-learning, enhance the sense of commitment and

internal motivation, and, ultimately, promote the development of critical-creative-

propositive thinking.

Keywords

Learning, autonomy, virtual education, strategies, heutagogy, metacognition.

Resumen

El artículo analiza la importancia del conocimiento de estrategias de aprendizaje para

desarrollar competencias heutagógicas en estudiantes universitarios en modalidad virtual.

El manuscrito plantea como problema fundamental la falta del desarrollo de competencias

heutagógicas o habilidades y capacidades necesarias que permiten a los estudiantes

universitarios aprender de manera autónoma y autodirigida. Ante este problema, la autora

propone una serie de estrategias como el aprendizaje basado en problemas, el aprendizaje

colaborativo y el uso de la tecnología para fomentar el aprendizaje autónomo y autodirigido.

Teoriza algunas cuestiones acerca de los fundamentos filosóficos, sociológicos, psicológicos,

pedagógicos de las estrategias de aprendizaje; realiza una aproximación conceptual a la

heutagogía, sus características, principios e historia. Examina los pilares de la educación

como principal referente para comprender para la formulación de estrategias de

aprendizaje con miras a lograr una educación integral del ser humano. Es una investigación

con enfoque exploratorio cualitativo que se respalda en métodos de nivel teórico como el

método analítico-sintético y el método inductivo-deductivo y en métodos de nivel empírico

como la experiencia directa de la investigadora, el análisis de contenido, el análisis

documental y la revisión bibliográfica. Como hallazgos relevantes están la necesidad de

proponer diversas estrategias de aprendizaje intencionales, autónomas, metacognitivas,

contextualizadas, activas y debidamente evaluadas con la finalidad de apoyar al desarrollo

de competencias heutagógicas, contribuir con mecanismos para la adaptación de los

estudiantes a los cambios sociales, propiciar el autoaprendizaje, potenciar el sentido de

compromiso y la motivación interna, y, en definitiva, propiciar el desarrollo del

pensamiento crítico-creativo-propositivo.

Palabras clave

Aprendizaje, autonomía, educación virtual, estrategias, heutagogía, metacognición.

1. Introduction

In recent decades, and even more so in the last four years due to the events experienced

during the health emergency, virtual studies have overcome geographical and space-time

barriers, providing diverse opportunities to people from different latitudes and corners of

the world. In the educational field, a set of training proposals supported by technology were

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generated, and several educational programs and complementary courses were proposed

with quality didactic tools and resources for those who had access to them.

However, despite the benefits derived from the flexible nature of this mode of studies in

terms of time and schedules that facilitate the usual work performance of people, allowing

them to take care of the family and the fulfillment of other acquired responsibilities, not all

people who study in virtual or online mode have developed the necessary skills and abilities

to learn in an autonomous way. Direct experience shows that 98% of a total of 225

postgraduate students in master's degree programs in education have not developed self-

directed learning competencies to advance in their academic process; there are cases of

university students at postgraduate level who enter master's degree programs without the

necessary heutagogical competencies to assume their self-learning, which ultimately

degenerates into obstacles for their academic performance.

One of the frequent problems detected in the teaching work with twelve groups of

university graduate students linked to education and the humanistic area (master's level)

under virtual study modality of four universities (3 private and 1 public) was that 98% of

the postgraduates have serious difficulties to solve situations related to learning to learn,

predominantly the ignorance and lack of application of learning strategies, the lack of

knowledge of study techniques, the lack of reading, writing and research habits. To this

problem is added the resistance presented by the student to “become more actively

involved in their own learning and the scarce experience in the realization of

metacognitions” (Aguilar, 2017, p. 51). In order to respond to this problem, we propose the

formulation of learning strategies that allow the strengthening of heutagogical capacities in

university students in virtual mode.

In a digital world like ours, the generation and application of learning strategies allow

students to learn independently, adapt to technological development and approach complex

problems with critical thinking. The knowledge of learning strategies becomes an

alternative for the strengthening of competences that allow learning to learn and that

enhance autonomous learning in the learning subject, hence, the objective of the manuscript

is to analyze the importance of the knowledge of learning strategies as an alternative for the

strengthening of heutagogical competences in university students in virtual modality.

The topic is topical, it is proposed to respond to the supreme objective of education:

“learning to learn” as one of the main approaches made by Delors in the text Learning: The

Treasure Within (1997) of the Report to the United Nations Educational, Scientific and

Cultural Organization (UNESCO) from which the four fundamental pillars of education,

essential for the development of people and societies, are derived. In this sense, talking

about the strengthening of heutagogical competencies implies considering the four pillars

of education as follows:

The learning to know pillar refers to the development of critical thinking skills, problem

solving and knowledge acquisition in various areas; it aims to encourage curiosity, research,

reflective, critical and innovative thinking, aspects that in terms of Martin (2008) "involves

acquiring certain metacognitive skills, ..., capabilities that allow the student to know and

regulate their own learning processes" (p. 73).).

The learning to do pillar focuses on the development of practical skills and the ability to

apply knowledge in real situations; it explores the need to promote entrepreneurship,

creativity and the ability to work in teams. To achieve this, Delors suggests that students

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participate in professional or social activities in parallel to their studies, so that they can

evaluate and enrich themselves.

The learning to be pillar focuses on the development of the whole person, including

physical, emotional, ethical and spiritual aspects; it fosters autonomy, self-esteem and

respect for oneself and others. This implies the need to explore oneself better.

The learning to live together pillar refers to the development of social, intercultural and

global citizenship skills. According to Delors, the aim is to foster respect, tolerance,

solidarity and the ability to live in harmony with others through the building of values.

Pillars considered by UNESCO as essential criteria for quality education and fundamental

aspects for the sustainable development of societies. The implementation of these

guidelines is intended to contribute to the integral formation of individuals in the complex

society in which they live.

UNESCO considers that learning to learn is an essential competence in the 21st century,

since the world is constantly changing and individuals need to be prepared to adapt to new

challenges, “education must adapt at all times to changes in society” (Delors, 1997, p. 18).

Some of the key skills included in learning to learn are the ability to identify and define

problems; the ability to search for and process information; the ability to analyze and

synthesize information; the ability to solve problems; the ability to think critically; the

ability to learn from mistakes.

Methodologically, this study adopts a qualitative exploratory approach because it analyzes

the autonomous learning problems of university students in virtual modality; it considers

two main sources of data: one taken from the observation and direct experience of the

author and the other, from the review of specialized literature on the subject; it relies on

inductive-deductive methods to categorize common problems identified in direct

experience and compare them with the literature on learning strategies; finally, for the

analysis, understanding and interpretation of the information, the phenomenological and

hermeneutic methods are used, respectively.

The manuscript is made up of three sections: the first section presents the theoretical

foundation that approaches the understanding of the subject matter of the research, in this

sense, it makes a conceptual approach to learning strategies, exploring their characteristics,

principles and foundations; it addresses essential aspects related to heutagogy, its

principles, origin, competencies and outstanding figures in the field of self-learning. The

second section explains the methodology used in the research process and presents the

analysis and discussion of the information gathered. The third section presents the results

obtained in the research, explains the contributions of learning strategies to self-learning in

virtual environments, with special emphasis on the general and specific strategies that can

strengthen the heutagogical skills of students in the virtual modality.

1.1 Conceptual approach to learning strategies

Learning strategies refer to the actions that students use in a conscious and planned manner

to improve their own learning process; these actions may include study techniques,

organization of information, use of resources, self-regulation and reflection on their own

learning. However, when it comes to defining a learning strategy, there is not always

agreement on what is meant by it. Thus, for example, paraphrasing Monereo et al., (1999),

it is found that learning strategies include different techniques and procedures used by

students to learn and process information effectively. A learning strategy focuses on how

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students will learn in an effective and autonomous manner, for which it is necessary to

distinguish between methodological strategy, didactic strategy and learning strategy; the

first refers to the general approach used by the teacher to teach or investigate; the second

refers to the specific actions used by the teacher to facilitate learning; and the third refers

to the actions used by students to improve their own learning process.

1.2 Characteristics of learning strategies

Learning strategies can be applied in different contexts, in different disciplines and can vary

according to the needs, interests, motivations, learning styles and individual preferences of

each student. Among the characteristics of learning strategies, the following can be pointed

out:

They are used in a deliberate and planned manner by students to achieve specific learning

goals. Valle et al. (1998) complement that learning strategies “have a conscious and

intentional character in which decision-making processes are involved on the part of the

learner adjusted to the objective or goal he/she intends to achieve” (p. 56). In other words,

a necessary characteristic is intentionality.

They promote the independence and self-regulation of the student, allowing him/her to

make informed decisions about the ways to approach and solve learning problems, i.e., they

are characterized by the autonomous character that determines the actions of the learning

subject.

They involve reflection and awareness of one's own learning process, which allows students

to monitor and evaluate their own progress and performance. In this regard, Aguilar (2017)

considers that strategies related to metacognition are those that “allow regulating and

guiding learning through planning, monitoring and evaluation” (p. 50). Hence, one of its

essential characteristics is its metacognitive tendency.

From the above, it is necessary to consider that the characteristics of learning strategies

allow students to adapt to different learning contexts and propitiate the development of

self-regulation skills.

1.3. Principles of learning strategies

The principles of georeferencing, diversification, dynamic perspective, finally, evaluation

and feedback are essential to define the effectiveness of learning strategies. Among the

basic principles of learning strategies, the following can be personally mentioned:

 Georeferencing, insofar as learning strategies must be contextualized and adapted

to the specific characteristics of each learning task and situation, since there is no

single strategy that works in the same way in all contexts, with all subjects and in all

situations.

 Diversification, in that students must use a multiplicity of learning strategies to

address different types of tasks and content, which allows them to develop diverse

skills, abilities, competencies and approaches to face different learning challenges.

 Dynamic perspective, since learning strategies promote student participation in the

learning process, involving them in activities such as the elaboration of summaries,

the generation of questions and the practical application of the concepts learned.

 Evaluation and feedback, because it is important that students permanently

evaluate their own learning and receive the corresponding feedback on their

performance, aspects that allow them to identify strengths and areas for

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improvement and adjust their learning strategies in accordance with the immediate

and mediate reality in which they find themselves.

1.4 Fundamentals of learning strategies

A critical analysis of the subject shows that learning strategies have philosophical,

psychological, pedagogical and sociological bases on which they are based.

1.4.1. Philosophical foundations of learning strategies

Learning strategies are based on several philosophical foundations that influence their

development and application. Some of these bases are:

 The humanistic approach focuses on the integral development of the individual,

emphasizing his or her needs, interests and capabilities. In the field of learning

strategies, this implies considering the individual characteristics of each student

and adapting strategies to his or her needs and preferences.

 The empiricist philosophical current, which holds that knowledge is acquired

through observation and experience; according to this perspective, learning

strategies focus on experimentation, practice and direct contact of the subject with

the real world.

 The philosophical current of rationalism, which states that knowledge is obtained

through reason, which has two fundamental characteristics: logical necessity and

universal validity; according to this point of view, learning strategies are focused on

reflection, analysis and problem solving.

 The philosophical current of critical thinking emphasizes the importance of

questioning and critically analyzing existing ideas and knowledge. In the context of

learning, this implies not passively accepting information, but examining it critically

and looking for evidence and solid arguments. By applying criticality in learning

strategies, students can develop critical thinking skills, evaluate the quality of

information, and form informed opinions.

 Enlightenment, or the 18th century intellectual movement, which promoted reason,

science, and education as means for human progress. In the context of learning, the

enlightenment approach involves seeking knowledge through research,

experimentation and logical reasoning. Enlightenment-based learning strategies

encourage intellectual curiosity, the active search for information, the development

of critical thinking skills, the evaluation of information, and the active pursuit of

knowledge. These skills are essential for effective learning and for the development

of a continuous learning mindset.

 Phenomenological philosophy and hermeneutic philosophy as important

foundations for learning strategies by focusing on experience, interpretation,

subjectivity, and critical reflection. These approaches can assist students in

developing a deeper and more meaningful understanding of study materials, as well

as enhance critical, creative, reflective, and purposeful thinking skills. They are

essential foundations for learning strategies in several ways: a) Focus on experience

and interpretation: both phenomenology and hermeneutics focus on understanding

human experience and how we interpret the world. These philosophical

perspectives help students develop a deeper awareness of their own learning

experiences and reflect on how they interpret information. b). Attention to

subjectivity: phenomenology and hermeneutics recognize the importance of

subjectivity in understanding the world. By applying these approaches to learning,

students can be encouraged to reflect on their own perspectives and to consider

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how their experiences and beliefs influence their learning process. c).

Interpretation and understanding: hermeneutics focuses on the interpretation and

understanding of texts and contexts. By applying this approach to learning, students

can learn to analyze and understand study materials more deeply, as well as to

consider different perspectives and possible meanings. d). Critical reflection: both

phenomenology and hermeneutics promote critical reflection and questioning of

assumptions. By applying these approaches to learning, students can develop

critical thinking skills and learn to effectively question and evaluate the information

they encounter.

These philosophical foundations provide a theoretical framework for the design and

implementation of effective learning strategies for autonomous and meaningful learning,

and foster the integral development of students.

1.4.2. Psychological bases of learning strategies

Learning strategies are cognitive and metacognitive processes that students use to acquire,

organize, remember and use information effectively. These strategies are based on

psychological principles that explain how we process, store, and use information; in other

words, they explain how the mind works and how information processing is generated.

Among the psychological bases of learning strategies are the following:

 Information processing theory: this theory holds that learning involves the

acquisition, storage and retrieval of information. Aguilar (2017) assumes that

cognitive psychology offers interesting elements that favor “the analysis,

description, understanding and explanation of the different mental processes that

occur in human beings” (p. 53). Thus, learning strategies are based on the way we

process and organize information in our mind.

 Social learning theory: this theory devised by Albert Bandura (1997) emphasizes

the importance of learning through observation and imitation of others. Learning

strategies may include observing effective role models and imitating their actions.

 Operant conditioning theory: this theory proposed by Skinner considers that a

person's behavior is shaped by the positive or negative consequences that follow; it

stresses the importance of consequences in shaping behaviors, states that through

reinforcement and punishment, the consequences of a person's actions influence

the likelihood that the behavior will be repeated or extinguished; it focuses on how

the consequences of our actions affect our future behavior. Learning strategies may

involve the use of rewards and reinforcement to motivate and strengthen learning.

 Motivation theory: motivation plays a fundamental role in learning; for Abraham

Maslow, motivation is the human being's drive to satisfy his needs; he developed the

theory of motivation based on the concept of hierarchy of needs that influence

human behavior; he maintains that man is a creature, his needs grow during his life,

and as they are satisfied, other higher needs will dominate his behavior. Maslow's

theory, with an inward-oriented approach, represents a model for how people

behave. Maslow's theory, McClelland and Herzberg approach motivation in a basic

way; they believe that it is about a person's needs. A satisfied need does not give rise

to any behavior; unsatisfied needs influence behavior and direct it toward the

achievement of individual goals. Learning strategies may include techniques to

increase motivation, such as setting clear goals, using rewards, and promoting self-

efficacy.

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 Memory theory: memory is fundamental to learning. Learning strategies may

involve techniques to improve retention and retrieval of information, such as

repetition, organization and elaboration.

 Autonomous learning theory: This theory focuses on the active role of the learner in

his or her own learning process. The “learning to learn” approach promotes learner

autonomy and self-regulation by encouraging the learner to take the initiative to

seek and select relevant information, set learning goals, and evaluate his or her own

progress.

Understanding these psychological underpinnings can help students develop effective

strategies for improving their learning.

1.4.3. Pedagogical basis of learning strategies

The pedagogical foundations of learning strategies refer to the theoretical and conceptual

underpinnings that support the use of learning strategies in the educational process. These

foundations are based on an understanding of how students learn and how their learning

can be enhanced through the use of effective strategies. The following are some of the most

significant pedagogical bases of learning strategies:

Behaviorism: this approach focuses on observable behavior and how it can be modified

through stimuli and rewards; it considers learning to be a simple stimulus-response

association; the individual learns to know objective reality through the senses, but the

learner is seen as a passive being who simply reacts to environmental stimuli. It has

different approaches such as Pavlov's classical conditioning; Thorndike's connectionism;

Gurthrie's contiguity principle; Thorndike and Skinner's operant conditioning; Bandura's

observation and imitation. Learning strategies based on behaviorism focus on repetition,

positive reinforcement and systematic practice.

Cognitivism: this pedagogical perspective focuses on the study of mental processes and how

information is acquired, processed and stored. This theory holds that learning occurs

through the gradual construction of knowledge. Among the different approaches, Piaget;

Bruner with the well-known discovery learning; Ausubel with meaningful learning; Robert

Gagné and his humanistic tendency; Gardner and the theory of multiple intelligences stand

out. In the context of learning strategies, cognitivism refers to the use of techniques and

strategies that promote comprehension, reasoning and retention of information.

Constructivism: this theory holds that students construct their own knowledge through

interaction with their environment and the active construction of meaning. Among the

approaches of this theory we find the radical constructivism of Vico, Von Foerster,

Glasersfeld; the cognitive constructivism of Piaget with his micro and macrogenetics; the

socio-cultural constructivism of Vygotsky in his historical-socio-cultural version and

situated cognition; and the social constructivism of Max Sheler, Berger and Luckmann with

their distributed cognition and the consequent learning communities that derive from their

theories. Learning strategies are based on this approach, which leads to the understanding

that students should be active participants in their own learning process, building their

knowledge from their experiences and reflections.

Connectivism: this pedagogical basis is based on the idea that learning is a social and

connected process, in which the individual benefits from interaction with others and access

to digital resources and tools. This theory, promoted by Stephen Downes and George

Siemens, is known as the learning theory for the digital age, and seeks to explain complex

learning in an ever-evolving digital social world. In the field of learning strategies,

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connectivism tends to promote collaboration, the exchange of ideas and the use of

information and communication technologies.

Meaningful learning theory: according to this theory advocated by Ausubel, learning is most

effective when students can relate new information to their prior knowledge and give it

personal meaning. The “learning to learn” approach encourages students to be able to make

connections between different concepts and apply them in different contexts, which

facilitates meaningful learning. For the perspective of Valle, et al. (1998) meaningful

learning involves a process in which the learner selects relevant information, organizes it

into a coherent whole and integrates it into the existing knowledge structure.

Metacognition: Metacognition refers to students' ability to reflect on their own learning

process, monitor their understanding and regulate their own learning. In the words of

Aguilar (2010):

…. the relating element in all the conceptions about metacognition is that

it constitutes a mental activity composed of a series of capacities that the

subject has to systematize, to organize by means of symbolic tools the

processes associated with a mental activity of which we are conscious

and can transmit it, communicate it to others; a mental activity

constituted by a series of processes (thinking, analyzing, inferring,

reasoning, solving problems, anticipating, perceiving, etc.) and their

respective products (such as perceptions, thinking, ideas, models,

concepts, etc.); a mental activity associated with the processes and

products through which knowledge about the physical, social and

psychological world is constructed; a conscious, organized and self-

regulated mental activity of the processes being executed and the

products being generated; a self-evaluative and self-corrective mental

activity that allows the monitoring and evaluation of the results achieved

according to the proposed goals; a mental activity that expresses reality

through the use of signs, symbols and ideas, from which the

representations on which the mind operates are constructed (p. 161).

Thus, interpreting Aguilar (2010), metacognition constitutes a mental process that involves

a series of skills inherent to the subject to systematize and organize the processes related

to a mental activity. Learning strategies promote metacognition by teaching students to be

aware of their own thoughts, emotions and learning strategies.

Motivation: Motivation plays a crucial role in learning. Learning strategies seek to foster

students' intrinsic motivation by making learning relevant, interesting, and challenging.

They also focus on setting clear goals and providing positive feedback to maintain students'

motivation.

These pedagogical foundations support the use of learning strategies as effective tools to

enhance the teaching and learning process. By understanding and applying these

foundations, educators can design and use learning strategies that are appropriate for the

needs and characteristics of their students.

It is important to consider that the aforementioned foundations are not exclusive; on the

contrary, many psycho-pedagogical approaches integrate different philosophical and

epistemological elements. In this sense, by understanding the essential foundations of

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learning strategies, educators can select and design strategies that align with their beliefs

and theories about the way knowledge is acquired.

1.4.4. Sociological foundations of learning strategies

Learning strategies are cognitive and metacognitive processes that students use to acquire,

process and retain information effectively. These strategies are not only influenced by

endogenous individual factors, but also by exogenous sociological factors.

The sociology of learning focuses on how social factors, such as culture, structure and social

interactions, influence the learning process. Thus, in the author's opinion, some sociological

foundations of learning strategies include:

 The culture of a society that determines the norms, values and beliefs that influence

the ways of teaching and learning. Learning strategies may vary by culture as

societies value different approaches to learning.

 Social structure, including power distribution, hierarchy and social relations, also

affects learning strategies. For example, in more egalitarian societies, learners are

more likely to adopt collaborative strategies, while in more hierarchical societies

competitive strategies may prevail.

 Social interactions, both within and outside the educational environment, may

influence learning strategies; thus, direct interaction with peers and teachers may

encourage the use of collaborative learning strategies, while lack of social

interaction may lead to more individualistic strategies.

1.5. Elementary questions on heutagogy.

With the intention of clarifying the subject, this section refers to the definition, principles,

characteristics, historical origin of heutagogy, heutagogical competencies, classes,

representatives and other related aspects.

Heutagogy is an educational approach that promotes self-directed learning and learner

autonomy. It focuses on the development of learning skills and provides a flexible and

collaborative environment to support the individual learning process. Etymologically,

according to Morales and Amaya (2019), the term heutagogy is derived from the Greek

words “heuriskein” (discover) and “agogos” (guide), meaning “guiding discovery” (p. 557).

Thus, heutagogy states that students are capable of learning autonomously and of directing

their own learning and that the role of the teacher is to facilitate and support this process;

accordingly, heutagogical educators must fulfill the role of facilitators of learning by

providing students with the necessary tools and resources so that they can explore and

discover on their own.

Heutagogy focuses on the development of autonomous learning skills, such as self-

reflection, self-regulation and the search for resources, in this sense, it establishes that

students are responsible for their own learning process, making decisions about what, how

and when to learn and about how to evaluate their own progress. From this perspective,

Palomino (2018) understands that heutagogy is a theory of self-determined learning that

modifies existing knowledge to generate new ones. Likewise, Silvain and Díaz (2018)

mention that andragogy is the main antecedent of heutagogy, and that, unlike pedagogy and

andragogy, which focus on teacher-directed teaching and learning, heutagogy focuses on

autonomous and self-directed learning performed by the learning subject.

As stated in preceding lines, self-learning is an educational approach in which students

assume responsibility for their own learning and guide themselves through the acquisition

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of knowledge and skills on an ongoing basis. For Morales and Amaya (2019) “the continuing

education of the university professional implies the improvement and scientific, humanistic,

sociological and cultural updating not only complementary but at the same time, deepening

of the initial training” (p. 558). Self-learning is a broad concept, practiced by various

subjects and in different contexts. Some of the significant representatives of this type of

learning are:

Malcolm Knowles: prominent adult learning theorist who in turn promoted the concept of

“andragogy”, which refers to the teaching and learning process of adults. Dieck (2020)

comments that Knowles emphasized the importance of self-direction and intrinsic

motivation in the learning process. He described six principles that include need to know,

self-concept, prior experience, readiness to learn, learning orientation, and motivation to

learn.

Maria Montessori: Italian educator known for her pedagogical approach based on the search

for the autonomy and freedom of the child; she argued that the innate potential for learning

and development that every human being has should be valued; she designed a learning

environment that encourages exploration and self-learning. The Montessori method

emphasizes the strengthening of independence, the valuing of observation, monitoring and

timely correction of the child, the prepared environment, the use of complete material and

evaluation process according to the mentality of the subject.

Carl Rogers: American psychologist and therapist known for his humanistic approach to

education, who according to Mcleod (2023) promulgated the importance of authenticity

and empathy in the learning process, and advocated a learner-centered approach in which

the learner takes responsibility for his or her own learning.

Each of them has contributed significantly to the development of theories and practices

related to self-learning or self-directed learning.

1.5.1. Principles of heutagogy

It is important to remember that heutagogy focuses its attention on the development of

fundamental skills for lifelong learning; skills such as the ability to research, analyze

information, solve problems and communicate effectively become essential for the

achievement of meaningful learning. To fulfill this purpose, heutagogy proposes to provide

a flexible and adaptable environment that allows students to personalize their learning

experience, considering them as "people with the potential to explore, change and

transform the world" (Aguilar, 2010, p. 164).

Hence, from the author's perspective, the characteristic principles of heutagogy could be

summarized as follows:

 Self-directed learning. This principle promotes regulated self-learning as a

mechanism for the formative process. According to Mendo et al. (2019), self-

learning is understood as “the way of learning by oneself” (p. 55), which implies that

students are able to make decisions about their own learning, establish personal

goals and objectives, select learning resources and evaluate their own progress. This

principle becomes the dynamizing entity of the learning process to the extent that

students assume responsibility for their own learning (self-directed learning).

According to heutagogy, students should not depend on a teacher to guide their

learning process. In this regard, Hase and Kenyon (2007) warn that the teacher

should not control the student's learning experience; on the contrary, students

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themselves should develop the ability to identify their own learning needs, seek and

use resources, strategies and mechanisms to evaluate their own progress.

 Autonomy. This principle promotes the need for students to be autonomous and

take control of their own learning as a fundamental basis for personal and social

growth.

 Reflection and metacognition. This principle establishes that it is essential for

students to develop the capacity to reflect on their own learning process, to identify

strengths and weaknesses, and to make adjustments according to their contextual

requirements (reflection and metacognition).

 Collaboration and social learning. According to this principle, while it is true that

heutagogy focuses on autonomous or self-directed learning, recognizing that

learning is an individual process, that each student has different needs and learning

styles, it also values collaboration, knowledge sharing and social learning among

students whereby students can benefit from interacting with others through

networking, participating in learning communities, exchanging ideas with others,

etc.

1.5.2. Historical origin of heutagogy

Heutagogy has gained recognition in recent times, however, according to Blaschke and

Marín (2020) historically the term was coined in 2000 by theorists Stewart Hase and Chris

Kenyon, who proposed heutagogy as a response to traditional teaching-learning

approaches, approaches centered on the transmission of knowledge by the teacher. Hase

was inspired by the self-directed learning theory of Malcolm Knowles and the self-

determination theory of Edward Deci and Richard Ryan respectively.

In the 2000s, Australian educator Fredricka Reisman popularized the term and promoted

heutagogy as an effective approach to learning in the digital age; since then, heutagogy has

gained recognition and has been adopted by educators worldwide; it states that students

are capable of learning autonomously and that the role of the educator is to facilitate the

process and motivate students to achieve their learning goals. Hence, in agreement with

Blaschke (2016) in heutagogy, the student is the one who establishes the curriculum and

who develops his or her learning map, emphasizing the development of his or her

capabilities.

The history of heutagogy dates back to theories of self-directed learning and self-

determination, it has evolved over the years as an educational approach that promotes

autonomous and self-directed learning. Over time, heutagogy has been applied in different

educational contexts, in higher education, in vocational training and in online learning; it

has been shown that heutagogy fosters intrinsic motivation, autonomy and lifelong learning

capacity.

1.5.3. Heutagogical competencies required of university students in virtual mode

Heutagogical competencies are a set of skills and abilities that allow people to learn in an

autonomous and self-regulated manner, highlighting reflection, continuous learning and

adaptability. In this regard, Mendo et al. (2019) state that heutagogical competencies

constitute "a process of acquiring knowledge, skills, values and attitudes that the person

carries out on his or her own" (pp. 55-56). These competencies are related to the process of

self-learning and the ability to reflect, make decisions and adapt to different learning

situations. In the virtual modality, university students must develop certain heutagogical

competencies to succeed in their learning, in this sense, Aguilar (2017) conceives that "the

learner chooses the learning strategies according to his/her needs and criteria" (p. 51), so

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that, the essential characteristics required in a university student with heutagogical

competencies for his/her performance in virtual modality are the following:

 Autonomy: it is necessary to possess autonomy, to have the ability to direct their

own learning, setting goals, planning their study and evaluating their progress, since

according to Hase and Kenyon (2007) heutagogy provides students with the

opportunity to determine what they want to learn. Students should be able to self-

manage their learning by setting goals, planning their time and formulating

initiatives to seek resources and solve problems.

 Self-regulation: it is required to have the capacity for self-regulation, to be able to

regulate their own learning process, monitoring their level of understanding,

identifying areas for improvement and applying strategies to overcome obstacles.

It is essential that students have the ability to regulate their own emotions,

motivation and effort; that they can stay focused on their learning objectives,

overcome obstacles and adapt to different learning situations.

 Metacognition: students with heutagogical competencies are aware of their own

thinking and learning processes. They can reflect on their own strengths and

weaknesses, identify effective study strategies, and monitor their understanding

and progress. In this way, as Aguilar (2010) asserts, the student becomes an active

agent in his learning process, capable of reconfiguring his mental structures,

assimilating the information he acquires from his environment and constructing

knowledge, giving meaning and significance to every aspect of his educational

experience.

 Reflection: develop the capacity to reflect on one's own learning, analyzing

strengths and weaknesses, identifying thinking patterns and adjusting study

strategies. Students should be guided to analyze and evaluate their own learning.

 Self-discipline: it is important that students are disciplined and committed to

completing assigned tasks and activities, even without the direct supervision of a

teacher.

 Continuous learning. Possessing the ability to engage in lifelong learning, having an

attitude of constant learning, seeking opportunities to acquire new knowledge and

skills throughout life.

 Adaptability: having the capacity for adaptability or adapting to different learning

environments, taking advantage of learning opportunities in different contexts and

using different resources and tools. Blaschke and Marín (2020) consider heutagogy

as “non-linear learning because it is located in an open framework” (p. 57).

 Critical thinking: students must be able to analyze, evaluate, critically synthesize the

information they find online, identifying reliable sources, questioning assumptions

and making informed decisions supported by evidence. For Morales and Amaya

(2019) “university education should enable the empowerment of the individual in

their self-training and lifelong learning” (p. 560).

 Virtual collaboration: although learning in virtual mode can be individual, it is also

important that students can collaborate effectively with their peers through the use

of online tools, such as discussion forums, chats or group work platforms in order

to take advantage of the strengths of others to enrich their own learning.

 Digital literacy and technology management: students must have the ability to adapt

to new digital tools and platforms, possess basic skills in the use of information and

communication technology tools, such as web browsers, online learning platforms

and productivity software.

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 Effective communication: in a virtual environment, written communication is

essential. Students must be able to express their ideas clearly and coherently

through e-mails, messages using different digital tools, forums and written work.

 Problem solving: students must be able to identify problems, come up with creative

solutions and apply strategies to solve them.

These heutagogical competencies are essential for virtual university students to make the

most of their learning experience in order to achieve their academic goals.

2. Methodology

This study is based on theoretical methods, based on the method of critical review of the

existing literature on the subject, we proceeded to the search for information, the

assessment of various authors and outstanding works. It uses empirical methods, which in

education are those based on observation and direct experience that were key to obtain

knowledge; these methods have several important contributions for the educational field:

they promote active learning; stimulate critical thinking; foster creativity; improve

knowledge retention; develop practical skills, etc. Likewise, the analytical-synthetic method

was used to process and evaluate the different points of view on the subject. This is an

exploratory study, which analyzes different conceptions about autonomous learning faced

by university students in virtual mode. It adopts a qualitative approach that combines the

direct experience of the teacher with bibliographic verification, using the inductive-

deductive and phenomenological-hermeneutic methods to understand in depth the

challenges faced by students in their self-learning process.

From the data collected, the inductive-deductive approach allowed studying common

problems identified in the direct experience to categorize them and subsequently, the data

were compared with the existing bibliographic information on learning strategies that

strengthen heutagogical skills in students in virtual modality.

Applying the phenomenological-hermeneutic approach, we deepened the understanding of

the subjective experiences of students in the context of autonomous learning; we were able

to observe significant patterns in their school performance, which were manifested, among

other aspects, in the fulfillment of tasks and the results of the evaluations as indicators of

their learning in graduate studies at the master's degree level. Finally, the results were

interpreted based on previously documented pedagogical theories and experiences.

2.1 Collection of information

In order to obtain data, the researcher's direct experience as a teacher of master's degree

programs in different public and private universities was the starting point for the diagnosis

of the problem, the identification of limitations in the learning process, the absence of

heutagogical competencies, the identification of alternative solutions regarding the

dynamics, challenges and specific challenges faced by university graduate students in the

virtual modality. Frequent interaction with university students, observations in virtual class

sessions and direct dialogue with them allowed a deep understanding of their learning

experiences.

As a complement to the direct experience, the respective bibliographic review was carried

out on topics related to autonomous learning, intrinsic and extrinsic motivation, self-

regulation of learning, availability of educational resources in virtual environments, as well

as effective strategies for knowledge assessment in university students.

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2.2 Analysis and discussion

The common problems associated with the aforementioned are linked to the following:

Lack of motivation: of virtual mode master's students, 98% have difficulties in finding the

necessary internal motivation to learn autonomously; without the guidance and direct

supervision of the teacher, they tend to lose the interest and discipline necessary to learn

on their own. In the words of León (2023), many teachers focus on having students who are

motivated to learn that they intend to impart and point out that it would be better if “...

students are motivated to learn on their own” (p. 69).

The absence of self-regulation skills: 98% of the master learners evidence a lack of

strategies for learning to learn, they require self-regulation skills that allow them to set

goals, plan time and evaluate progress. Some students lack these skills and find it difficult

to organize their learning effectively. Therefore, as Leon (2023) asserts, one of the tasks of

teachers is to identify the needs of students and determine whether they are able to actively

participate in the learning process.

Lack of resources and support: Autonomous learning may require access to adequate

resources and support, such as libraries, study materials and guidance, aspects to which

98% of students do not have access, which hinders their ability to learn autonomously.

Difficulty in self-diagnosing knowledge: Learning to learn implies the ability to evaluate and

diagnose one's own knowledge. 97% of graduate students in virtual modality demonstrate

difficulties in accurately assessing their level of understanding and identifying the areas in

which they need improvement.

Lack of previous experience in autonomous learning: 95% of master's students are

accustomed to traditional and behaviorist educational processes in which the teacher

provides the information and students uncritically receive the information. Learning to

learn requires a change in the mentality and predisposition to apply study strategies that

enhance self-learning.

Lack of development of reading, research and text comprehension skills: This is another

problem present in 98% of students in virtual master's degree programs. In addition, the

lack of knowledge of learning methods, techniques and strategies, present in 95% of the

students referred to, is another problem.

3. Results

As results of the research, there are some contributions of the strategies for self-learning of

students in virtual modality. In order to carry out self-learning processes, the student in

virtual mode requires knowledge and application of strategies for learning to learn such as

those explained below:

 The search and effective use of digital resources: in virtual education, there are a

large number of resources available online, such as e-books, articles, videos and

tutorials. It is necessary that the student learns to search and select the most

relevant and reliable resources for study. With heutagogy, the teacher can also be

“critically incorporated into the informational horizons and the use of technology”

(Morales and Amaya, 2019, p. 563).

 Independent research processes: studies in virtual modality require students to

learn to use tools and resources that allow them to search, identify, select and

process relevant and reliable information; current times demand the development

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of competencies on the management of electronic books, academic articles and

specialized databases.

 Online courses: online courses and programs are an opportunity to strengthen the

development of competencies, they adapt in a flexible way to the requirements,

contexts and schedules of the student, for example, the use of virtual platforms such

as: Coursera, edX and Udemy that offer a wide variety of courses in different areas

of study.

 Search for online videos and tutorials: this activity allows understanding and

incorporating new content, including an important categorical corpus through the

use of platforms such as YouTube and Khan Academy that offer a diversified

educational content.

 Use of interactive multimedia resources such as videos, simulations or interactive

games to facilitate learning, as these resources allow students to explore,

experiment actively and develop different skills and abilities.

 Participation: although learning in virtual environments can be mostly individual,

participation in discussion forums, study groups and online collaborative activities

related to the area of study also contribute to the development of heutagogical

competencies, allowing the sharing of ideas, resolving doubts and enriching

learning through online exchange with other students.

 Collaborative online interaction involves the creation of online work groups with

classmates in which students can discuss, resolve doubts, collaborate and share

knowledge to solve problems or carry out projects; through interaction with others,

communication skills, teamwork, understanding of concepts and critical thinking

are developed.

 Organization and planning: these are necessary in virtual studies, and can be carried

out through the creation of schedules, the establishment of realistic goals,

subdividing activities, reorganizing dates for the completion of tasks, etc. In this

regard, Valle et al. (1998) agree that “learning involves an active process of

integration and organization of information, construction of meanings and control

of understanding” (p. 61).).

 Recording or taking notes and summaries: these are valuable strategies that should

be executed before, during and after a virtual class to the extent that these

techniques promote the development of fundamental cognitive skills in human

beings. The elaboration of content summaries, synthesis, analysis, underlining,

structuring graphic organizers and the use of other techniques allow processing and

remembering information, and are effective to consolidate learning. These activities

help to identify, process and systematize information.

 The self-assessment process understood as self-monitoring and self-regulation:

Another significant aspect in the learning to learn process is the practice exercises

for self-assessment of progress and understanding of the content through feedback

activities. Self-assessment allows to identify strengths and weaknesses, focus on

improving in the required areas and adjust the study approach. The use of strategies

such as self-assessment, reflection and constant feedback allows monitoring

learning and making the necessary adjustments for improvement.

 Self-care as an essential mechanism to care for physical and mental well-being,

respect for rest time, exercise, nutrition and medically recommended sleep as

requirements for effective learning.

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 Establishment of short and long term goals and rewards as an effective way to

maintain motivation insofar as self-compensation constitutes a key element for self-

learning.

 Use of the strategy of reflective learning in order to achieve metacognition and the

development of their skills and abilities.

 Application of problem-based learning (PBL): this strategy consists of presenting

students with a challenging problem or situation related to the topic of study.

Students must investigate, analyze and propose solutions, thus fostering their

autonomy and capacity for self-directed learning.

 Application of project-based learning (PBL): in this strategy, students work on

research or creative projects that allow them to apply the knowledge acquired in

real situations. Students must plan, research, design and present their projects,

which promotes their autonomy and capacity for self-directed learning.

These strategies should be adapted to the needs and characteristics of virtual mode

students, and it is important to provide them with the necessary support and guidance so

that they can develop their abilities to achieve effective self-learning, making true that

“education consists of getting a person to do by himself what he should do, to develop skills

and abilities that allow him to represent and understand the world; to interpret existence

and to undertake in life itself,...” (Aguilar, 2008, p. 44).

The implementation of strategies for learning to learn autonomously in virtual mode

requires discipline, responsibility and commitment. In virtual university education, there

are several methods, techniques and strategies that can be used for self-learning. These

strategies are useful for students to acquire knowledge autonomously, taking advantage of

their learning styles and experiences in virtual environments. Self-learning in virtual

education requires discipline and commitment, and the adequate use of learning strategies

contributes to the strengthening of the necessary capacities of the human being for

individual and social transformation.

4. Conclusions

Learning strategies based on heutagogy promote autonomous and meaningful learning in

university students, contribute to the strengthening of heutagogical skills that promote the

improvement of students' ability to learn independently and adapt to changing

environments, however, the implementation of heutagogical strategies requires a change in

the role of the teacher, who must act as a facilitator and guide instead of being the center of

the teaching process.

Learning strategies play a fundamental role in virtual education, as they help students

acquire and apply knowledge effectively; promote self-management and self-direction

skills; facilitate the organization and structuring of information in a meaningful way, an

aspect that helps them understand and retain information more effectively; encourage

active participation in the learning process, by using techniques such as collaborative

learning, online discussion and problem solving, students can interact with their peers and

build knowledge together; improve motivation and engagement in virtual education by

using techniques such as gamification, challenges and rewards, a more engaging and

stimulating learning environment can be created; develop critical, reflective and creative

thinking skills by employing techniques such as case analysis, problem solving and

information evaluation, learners can develop their ability to analyze, evaluate and make

informed decisions.

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Learning strategies are fundamental for self-learning in virtual education, as they help

students become more autonomous, organized, participative, motivated and critical in their

learning process.

In addition, by fostering autonomy and responsibility in their educational process, students

are better prepared for lifelong learning, a crucial skill for today's work environment.

Likewise, the development of metacognitive skills improves understanding of the learning

process and leads to deeper and more meaningful learning. Heutagogy is an educational

approach that focuses on self-directed learning and learner autonomy. In the virtual

education of university students, heutagogy can be of great importance because it fosters

learner autonomy; active learning where students actively participate in the search for and

construction of knowledge; promotes the ability to adapt to different learning environments

and situations; fosters students' intrinsic motivation by allowing them to choose and direct

their own learning.

4.1 Challenges

Teachers' lack of familiarity with and understanding of heutagogy can hinder its effective

implementation.

Adapting curricular content and traditional assessment to heutagogical approaches is a

challenge.

Resistance to change on the part of students and teachers may hinder the adoption of

strategies for self-learning.

The use of teaching methods that encourage student participation.

Openness to opportunities for students to work on collaborative projects.

The use of technological tools that support autonomous learning.

4.2 Challenges:

The training of teachers in the use of heutagogical strategies.

The creation of flexible and collaborative learning environments that foster student

autonomy and self-regulation.

Heutagogy-based learning assessment requires the development of new assessment

approaches and tools that go beyond traditional tests.

In conclusion, heutagogy-based learning strategies can be an effective way to strengthen the

autonomous learning capabilities of university students in virtual study mode.

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https://www.redalyc.org/pdf/175/17514484006.pdf

AUTHOR

FLORALBA AGUILAR-GORDÓN, Postdoctoral Fellow in Qualitative Research. Postdoctoral

Fellow in Science at the Universidad Centro Panamericano de Estudios Superiores

(UNICEPES) in Mexico and Doctoral Candidate in Education and Innovation at the

Universidad de Investigación e Innovación de México. D. in Philosophy. PhD in Research and

Teaching. Master's Degree in Education, mention in Higher Education; in Technology

applied to education; in Distance Education; in Teaching Philosophy. Expert in Knowledge

Analytics. Specialist in Curriculum Planning and Organization of Distance Education

Systems. Higher Diplomas: Curriculum and Didactics; Educational Transformation; e-

learning; Educational Research; Fundamentals of Distance Education and Research;

Cooperative Learning; Management, Technology and Leadership. Several international

certifications as an accredited international tutor. Bachelor's Degrees: one in Philosophy

and another in Social, Political and Economic Sciences. Additionally, she obtained a law

degree.

She is currently a full professor at the Universidad Politécnica Salesiana; Editor-in-Chief of

the Journal Sophia: Collection of Philosophy of Education published by the Universidad

Politécnica Salesiana del Ecuador and coordinator of the Research Group in Philosophy of

Education (GIFE). Member of the Scientific Council and international reviewer of important

journals in Ecuador, Spain, Colombia, Uruguay, Chile, Mexico and Costa Rica. Google Scholar:

https://scholar.google.com/citations?hl=es&user=V7BtaNMAAAAJ