Names:

1) Amira Nabila binti Md Nasir

2) Fatin Hazwani binti Dul Fatthah Mydin
3) Khoirunnajah binti Kamal Husni

In a group of three, discuss why contemporary pedagogical methods and

techniques should be practiced by every teacher in their teaching sessions.

There are three contemporary pedagogical methods and techniques; heutagogy,

peeragogy and cybergogy. These pedagogical methods and techniques should be
practiced by every teacher in their teaching sessions because of several important
reasons.
For heutagogy pedagogical methods and techniques, the fundamental principle
in its implementation is through self-determined learning. Heutagogy pedagogy
promotes critical thinking and reflection in students. Through self-directed learning,
students will have to learn, consider the problem and review the result of their learning
and attempt to solve it again. For example, when students are allowed to put in their
belief in their learning, double-loop learning happens. It helps students to question
whether something is appropriate and can justify if it is the best way of doing things.
(Blaschke, 2012) Teacher’s role in heutagogy is to provide students appropriate
materials for them to steer in their own learning. Thus, this pedagogy is beneficial in
terms of developing leadership and critical thinking in students.
In addition, heutagogy also supports the development of competencies and
capabilities in students. Competencies show how well students can apply their
knowledge in various situations while capabilities are about incorporating or converting
necessary knowledge to meet future needs. This is supported by Halupa (2015) in her
research where she indicated that heutagogy is a holistic approach that teaches
students how to learn and gain the skills they need for their selected field. To illustrate,
since heutagogy is a learning directed by students, they will have to engage in the
process more and teachers will only facilitate the students to teach themselves. The
skills gained in the process will help them to develop better competencies and
capabilities which in turn will help them to work efficiently in different situations. .
 Peeragogy which is also known as paragogy is about peers learning together
and helping each other learn (Alexander et al., 2012). In other words, peeragogy would
refer to peer-based learning where peers or groups of learners interact with each other
to attain educational goals. Peeragogy pedagogical methods and techniques should be
practiced by every teacher in their teaching sessions because of its ability to construct
effective learning culture in the classroom. Because peeragogy supports an open
learning environment, it provides opportunities for learners to discover new ways of
seeing, collaborating and learning. It would then allow for more developments to take
place within the learners themselves. For example, peeragogy enables the development
of collaborative learning which in turn builds skill and competencies needed in the
learning community. This is also supported by Rheingold (2015) who stated that
students who participate in peeragogy pedagogical teaching would benefit from the
support of their peers who they can trust, and integrate what they learn with their own
personal, pedagogical, and professional development. Since peeragogy contributes a
lot to building and constructing effective learning culture, it is no longer a surprise to see
how common this approach is adopted in the classroom.
Other than that, peeragogy pedagogical methods and techniques should be
practiced by every teacher in their teaching sessions since it offers a critical focus on
peer learning as an extension of analytical and constructivist approaches (Rheingold,
2015). This is because peeragogy emphasizes on learner’s autonomy and interactivity,
enabling learners to engage in learning activities that require them to carry out careful
evaluation and judgement. When carrying out careful evaluation and judgement, the
learners would have to undergo deep, critical thinking. For instance, through peeragogy
teaching methods and techniques, learners would be able to learn how to develop,
implement, review and adjust their personal goals accordingly and carefully. When they
are able to monitor and review their own actions together with their peers, they can
identify their strengths and weaknesses before proceeding with plans for improvements.
This would ensure a smooth learning process that would allow a comfortable, conducive
learning environment to exist. As explained by Gutierrez (2014), when everyone brings
previous experience and knowledge they have to the table, it further motivates learners
and boosts their drive to improve themselves and contribute to others' learning.
 Last but not least, cybergogy, a framework for creating engaged learning online
(Wang & Kang, 2006).Cybergogy focuses on helping students to learn by facilitating and
technologically enabling learner-centered autonomous and collaborative learning in a
virtual environment. Students have the opportunity to achieve their learning objectives in
a flexible way, according to their profile and to their personal way of time management.
According to Wang & Kang, for engaging learners, it has three overlapping domains
which are cognitive, emotive, and social. These are identified as critical elements in a
learning environment when used as input in the system described. Students will not only
have the opportunity to accomplish their learning goals, but also will be actively involved
in the learning process. For example, teachers can explore ways to detect students’
emotional cues and cultivate their positive feelings to increase the students’
self-confidence and arouse their curiosity through course design and e-facilitation to
conduct online communication and build a supportive learning environment.
Moreover, feelings of self-confidence and efficacy can help students adapt to
online learning, which provides them with more opportunities to be engaged in
self-paced learning (Katz, 2002). As a result, they might be able to overcome the desire
for face-to-face interaction, a habit of learning that is carried over from the
traditional classroom learning. In addition, cybergogy aims at facilitating the acquisition
of new foreign language competences and new communication skills in a multicultural
organisational environment, with direct impact on a better social insertion. For example,
in the current situation, the learning process of cybergogy can be done by using Google
Classroom, Zoom Cloud Meeting, Meet, and various other learning platforms. Students
should be taught in a manner to tackle the 21st century, which is technology-driven time
and which requires creative and innovative minds for the progress of individuals,
society, and nation. The students should be introduced with modern teaching methods
and are provided sufficient knowledge so that they can create opportunities for
themselves and others.
In conclusion, all of these three methods and techniques are interconnected and
very important to be practiced by every teacher in the process of teaching and learning.
REFERENCES

● Alexander, B., Allison, P., Barondeau, R., Breitbart, D., Burroughs, S., Corneli, J.,
& Walker, G. (2012, August). The Peeragogy Handbook (Version 0.98). All
content here is Public Domain (CC0). Retrieved from
http://metameso.org/peeragogy-2.01-ebook.pdf

● Blaschke, L. M. (2012, January). Heutagogy and Lifelong Learning: A Review of

Heutagogical Practice and Self-Determined Learning. International Review of
Research in Open and Distance Learning, 13(1), 56-71.
http://dx.doi.org/10.19173/irrodl.v13i1.1076

● Gutierrez, K. (2014, June 24). 3 Key Concepts That Will Help You Understand
Learning in the Digital Age.
https://www.shiftelearning.com/blog/bid/349245/3-Key-Concepts-That-Will-Help-
You-Understand-Learning-in-the-Digital-Age.

● Halupa, C. P. (2015). Pedagogy, Andragogy, and Heutagogy. In Transformative

Curriculum Design in Health Sciences Education (1st ed., pp. 143-158). IGI
Global. http://dx.doi.org/10.4018/978-1-4666-8571-0.ch005

● Rheingold, H. (2015). The Peeragogy Handbook (3rd ed.). PubDomEd and

Pierce Press.

● Wang, M., & Kang, M. (2006). Cybergogy for Engaged Learning: A Framework for
Creating Learner Engagement through Information and Communication Technology,
2-15.https://www.researchgate.net/publication/226493573_Cybergogy_for_Engaged_Le
arning_A_Framework_for_Creating_Learner_Engagement_through_Information_and_C
ommunication_Technology

● Y., Katz. (2002). Attitudes affecting college students’ preferences for distance learning
[Electronic version]. Journal of Computer Assisted Learning, 2-19.