Reflections on the design of heutagogical learning in online higher education modules

The increasing shift from learning solely face-to-face towards various forms of online and blended or hybrid styles of educational interaction between faculty and students has been a feature of higher education over the past three decades. With improved internet access for individuals and small organisations, this shift has become even more pronounced, and recognised as a major opportunity to provide a more equal geographical and social access to learning opportunities. The restrictions to travel and the gathering of large groups during the Covid-19 pandemic resulted in a major paradigm change for many institutions to adopt online course delivery. This has also necessitated a significant change in thinking about how online educational interaction is designed and delivered, and in many cases the pedagogical change is running behind the changes in technology that facilitate improved distributed communications. The University of the Highlands and Islands in Scotland has been a significant early-adopter of online education. This chapter attempts to summarise some of the key lessons learned in the design and implementation of learning and teaching strategies that encourage and support the students to utilise online resources to enhance their own education. This chapter proposes a design structure and method of engagement based upon heutagogy (self-directed learning) that incorporates diverse digital learning resources to enable optimal flexibility for online learners.