Alternative Credentials: Prior Learning 2.0

Autor/in	Buban, Jill
Institution	Online Learning Consortium (OLC), Research Center for Digital Learning and Leadership
Titel	Alternative Credentials: Prior Learning 2.0
Quelle	(2017), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Nontraditional Education; Prior Learning; Community Colleges; State Colleges; Proprietary Schools; Adult Students; College Credits; Experiential Learning; Credentials; Academic Degrees; Educational Attainment; Informal Education; Online Courses; Nontraditional Students; Higher Education; Distance Education; Time to Degree; Competency Based Education; Data Use; New York; Connecticut; Arizona; New Jersey + Suchen Sie Ihr Suchwort? Non-traditional education; Alternative Erziehung; Vorkenntnisse; Community college; Community College; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Experiental learning; Erfahrungsorientiertes Lernen; Studienbuch; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Bildungsabschluss; Bildungsgut; Informelle Bildung; Nichtformale Bildung; Online course; Online-Kurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Distance study; Distance learning; Fernunterricht; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode
Abstract	The Distance Education Accrediting Commission (DEAC) and The Presidents' Forum have released a new study authored and researched by the Online Learning Consortium's Dr. Jill Buban, which sheds light on how adult learning institutions address students who possess alternative credentials and seek to apply these experiences to a degree. This first-of-its-kind study explores key definitions and reveals five common themes focused on competency-based education (CBE), prior learning assessment (PLA), alternative credentials, the importance of reliable data, and traditional vs. non-traditional learning. This study is expected to serve as a useful tool for education planners, policy makers, administrators, researchers and government leaders to help shape future ideas about how to serve adult learners in their quest for degree attainment. [The report was also commissioned by the Presidents' Forum.] (As Provided).
Anmerkungen	Online Learning Consortium, Inc. PO Box 1238, Newburyport, MA 01950. Tel: 617-716-1414; e-mail: publications@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01