Heutagogy and digital media networks： setting students on the path to lifelong learning

Lisa Marie Blaschke and Stewart Hase

The combined trends of learner-centred teaching and ubiquitous technology use in the classroom have given instructors a unique opportunity to support students in developing lifelong learning skills. Heutagogy （or self-determined learning） provides a promising framework for capitalizing on these developing trends， drawing on established learner-centred education theories that strongly emphasize learner autonomy. The key principles of heutagogy-learner agency， self-efficacy and capability， reflection and metacognition， and non-linear learning-provide a foundation for designing and developing learning ecologies， the potential of which can be further maximized through the use of digital media. This article describes the theory of heutagogy and the learner-centred pedagogies on which the theory is founded， as well as providing an explanation of the pedagogy-andragogy-heutagogy （PAH） continuum and its use in developing student skills. It also explores the role of social media in supporting the development of those skills.

Keywords： heutagogy; self-determined learning; learning ecologies; digital media; social media; PAH continuum

Towards Chinese teaching professional qualifications scale and criteria in line with qualifications frameworks

Xiaoying Feng， Yuwei Sun and Weiyuan Zhang

Chinese teaching professional qualifications scale and its corresponding criteria are an important component of the Chinese qualifications framework for lifelong learning. The development of this scale can help promote teacher professional development and lifelong learning. Using the methods of literature research and expert interview， this study developed a teaching professional qualifications scale and corresponding criteria for its components. The scale is composed of four ranks with four dimensions and ten elements， corresponding to existing qualifications frameworks in and outside China. It can be used as an evaluation framework for teacher professional development and a tool for learning outcome recognition and transfer. It is hoped that this scale can lend support to the connection of pre-service teacher education and in-service teacher training and the establishment of a teacher lifelong learning system.

Keywords： qualifications framework; teaching professional qualifications criteria; learning outcome recognition; teacher professional development; teacher education; continuing education

A qualitative study of game-based learning experiences

Lu Zhang， Mingyu Hu and Junjie Shang

Drawing upon the theoretical framework of game-based learning experiences， this study investigates participants cognitive experiences and agentic experiences in game-based learning by using the method of qualitative analysis. Findings indicate that the category of cognitive experiences consists of three elements， i.e. inquiry approach， knowledge transfer， and learning outcome while emotional state， motivation and metacognition are the three core elements of agentic experiences. These findings are believed to facilitate a better understanding of students learning behavior in game-based learning， as well as its design and evaluation.

Keywords： game-based learning; learning experience; cognitive experience; agentic experience; qualitative study; educational game; maths learning; fraction cognition

A qualitative study of online course quality and quality factors： insights from researchers， practitioners and learners

Shuang Li， Menglei Li and Hong Zhao

This study employs a grounded theory approach to investigating stakeholders perception of online course quality and quality factors by interviewing researchers， practitioners and learners. Coding of the 20 interviewees interview transcripts shows that they perceive quality in terms of service， system， goal， and value-addedness. Accordingly， nine factors of online course quality which are grouped into two categories are identified and defined， namely course objective， course content， learning support， learning evaluation， media and technology environment， delivery effectiveness， improvement， and social impact. Course objective， course content and social impact are found to be core elements. The method of TF-IDF is used to examine differences in the way researchers， practitioners and learners perceive online course quality. Findings are discussed in relation to previous studies.

Keywords： online course; perception of quality; quality factor; quality criteria; grounded theory; TF-IDF; course design and development; course delivery

How do learners perceive the quality of Internet-based learning products？

Huaping Gong， Jianxin You and Cenlan Wang

Learners perception of quality serves as an important reference for the design of Internet-based learning products. A precise knowledge of learners perceived quality and successful identification of its key factors are of vital significance to improving product design. Drawing upon customer perceived quality and service encounter theories and methods， this study starts with an analysis of the transaction of Internet-based learning service， identifying learner perceived process quality factors （n=27） and outcome quality factors （n=4）. Further analysis is made of unsatisfactory service encounter events to identify key perceived quality factors （n=6） affecting learner satisfaction， including ease of use， effectiveness and efficiency. The article concludes with the argument that learners perceived process quality factors are the basic guarantee of learner satisfaction while their perceived outcome quality factors， especially those intended to enhance efficiency， contribute to learners increased satisfaction of learning products.

Keywords：Internet-based learning product; learners; perceived quality; quality factor; service encounter; quality design; Internet-based learning service; service quality

（英文目次、摘要譯者：肖俊洪）