An Alternative Pathway to College: A Qualitative Case Study of an Adult Learner in an Online Competency-Based Education (CBE) Bachelor's Degree Program

Autor/in	Chen, Fang
Titel	An Alternative Pathway to College: A Qualitative Case Study of an Adult Learner in an Online Competency-Based Education (CBE) Bachelor's Degree Program
Quelle	(2017), (214 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of New Mexico
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3551-4900-5
Schlagwörter	Hochschulschrift; Dissertation; Nontraditional Education; Adult Learning; Postsecondary Education; Competency Based Education; Undergraduate Study; Nontraditional Students; Online Courses; Interviews; Case Studies; Documentation; Participant Observation; Learning Processes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Non-traditional education; Alternative Erziehung; Adulte education; Adult training; Erwachsenenbildung; Post-secondary education; Tertiäre Bildung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Grundstudium; Online course; Online-Kurs; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Dokumentation; Teilnehmende Beobachtung; Learning process; Lernprozess
Abstract	My dissertation research investigated an adult learner's experience in an online competency-based education (CBE) bachelor's degree program. The purpose of my study was to understand how CBE was transforming the practices of traditional post-secondary education and how CBE was serving the needs of students, particularly nontraditional adult students in higher education. The methodology used in this dissertation research was a qualitative case study. The participant was an adult learner enrolled in an online CBE bachelor's degree program at a public institution. My case study used a series of face-to-face interviews, document analysis, participant-guided web tours, and participant observation to collect data during a six-month period. The themes that emerged from my study include: (1) adult learning as a self-directed process, (2) adult learning as a flexible process, (3) adult learning as a social process, (4) adult learning as a goal-oriented and results-drive process, (5) adult learning as a change process, and (6) adult learning as a scaffolding process. The findings of my study suggest that CBE can make a valuable complement to the traditional higher education model and a functional alternative pathway to post-secondary credentials. While CBE has the potential to enhance existing models of higher education to address access, quality, and productivity challenges, it is certainly not a panacea that will save higher education and no one has claimed that it is. What competency-based education can bring is a catalyst for change and innovation that our higher education system desperately needs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01