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Heutogogy puts the learner truly in charge of what they learn and when. The vast majority of e-learning still does not even approach being self-directed (Chapnick & Meloy, 2005, p. 39). Heutogogy provides a framework for e-learning that puts the adult in charge of “much more than whether they press the forward or back button” (p. 39).
Here is a restatement of the interactivity issues arising from the current literature: (a) effective online courses use interactive instructional strategies, (b) online learning facilitators must develop an engaging voice and tone, (c) the website VLS is an example of self-directed interactive learning for professionals, (d) ontologies can support group interaction and cooperative learning, and (e) e-learning supports a new learning theory called heutogogy that adds to and supports andragogy by emphasizing true self-directed learning.
Recent literature therefore demonstrates more progress in the area of interactivity than e-learning barriers and distance education. It is not surprising that interactivity is progressing at a rapid rate. Society demands it for businesses and personal lives. But, as the literature demonstrates, e-learning requires more than just being in touch. It seems that current distance learning is not meeting the expectations of the learners. The new learning theory heutogogy emphasizes andragogy’s self-directed learning principle and is advancing the thinking for e-learning. The learner must be in charge of what they will learn and how they will learn it. Ontologies seem to have promise in the area of tailoring the e-learning experience. Merrill (2006) recognized the importance of the e-learning facilitator’s tone and voice.
Of high importance in applying andragogical principles to Internet learning, is climate setting—or creating an online physical and psychological environment that is respectful. There is evidence that the opposite is true.
It seems that facilitators and students of distance learning spend too much time online with too little return for their effort. It should not be that way. In this recent research, there was no literautre that pointed to evidence of Internet learning resulting in better or different learning outcomes.
The following study on applying andragogical principles to Internet learning describes a promising new approach to Internet learning at a time when a better or different idea seems to be sorely needed. Interactivity is here—it is just waiting for a process to connect adult learners (with or without a teacher) to what they need to learn, how they need to learn it, in the way they like to learn.
Acknowledgements
My husband unselfishly and without fail gave his full support and encouragement while I worked. My children, as my biggest fans, set the expectation that I would succeed.
John Henschke, Ed.D. guided and supported my development over many years and taught me how to be an adult educator. Mary Cooper, Ph.D., Carl Hoagland, Ph.D., and George McCall, Ph.D. together with Dr. Henschke, advanced and at times redirected my work through their intelligence, encouragement, and dedication.
Dan Shoemaker, President of ExpressiveTek, took my idea and made it work with his technological wizardry. Tony Marshall, ExpressiveTek Graphic Artist, gave the idea life with his creativity and graphic design. The Air Force and their collaboration with a major drug company took a risk in partnering on this project and gave unselfishly of their time, talent, and resources. After the lived experience, all of the above stakeholders willingly and generously allowed me to interview them, telling the story as they knew it with richness and detail that far exceeded my expectations.