Andragogy, Peeragogy, Heutagogy and Cybergogy Contribution on SelfRegulated Learning: A Structural Equation Model Approach

Abstract

The covid-19 pandemic has disrupted the way teachers and students interact in the classroom. The pedagogy approach has been pushed to transform into Andragogy. Current research aims to investigate the student experiences with the andragogy approach and its potential impact on students' self-regulated learning. Andragogy, heutagogy, peeragogy, and cybergogy principles used by the teacher as part of distance learning during the pandemic will be modelled to check their effect on the student's self-regulated learning. The results show that andragogy, heutagogy, cybergogy, and peeragogy have significant effects on self-regulated learning. Andragogy is proven to be based on heutagogy, peeragogy, and cybergogy since it has a strong effect on these 3 approaches. The least path coefficient among them is shown by the path between andragogy and cybergogy. Andragogy also has a significant indirect effect on self-regulated learning through the approaches. The results may lead to a conclusion that andragogy, heutagogy, cybergogy, and peeragogy can be used as an effective way to improve the student self-regulated learning.