Exploring the Transformative Potential of Recognition of Prior Informal Learning for Learners: A Case Study in Scotland

Autor/in	Brown, Julie
Titel	Exploring the Transformative Potential of Recognition of Prior Informal Learning for Learners: A Case Study in Scotland
Quelle	In: Journal of Further and Higher Education, 41 (2017) 1, S.60-78 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2015.1062850
Schlagwörter	Transformative Learning; Prior Learning; Self Concept; Informal Education; Higher Education; Qualitative Research; Case Studies; Foreign Countries; Semi Structured Interviews; Learning Experience; Self Esteem; Metacognition; Student Attitudes; Academic Advising; College Students; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Vorkenntnisse; Selbstkonzept; Informelle Bildung; Nichtformale Bildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitative Forschung; Case study; Fallstudie; Case Study; Ausland; Lernerfahrung; Self-esteem; Selbstaufmerksamkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Akademischer Rat; Collegestudent
Abstract	This article presents an overview of the findings of a recently completed study exploring the potentially transformative impact upon learners of recognition of prior informal learning (RPL). The specific transformative dimension being reported is learner identity. In addition to providing a starting point for an evidence base within Scotland, the research findings have the potential to enhance future development within the recognition of prior informal learning area, in particular in higher education institutions (HEIs) and across the sector. A qualitative case study using a constructionist approach is utilised to develop contextual understandings of the learner experience of RPL. The study identifies connections between the RPL process and the development of learner identity. Semi-structured interviews with RPL learners provided rich data. This study asserts that learner identity fluctuates throughout learners' experiences and therefore the development of learner identity is not linear but nonetheless that identity changes as part of the RPL process. A number of issues ultimately impact upon learner identities, including the role of RPL advisors and RPL mechanisms and processes. This research concludes that RPL has the potential to be transformative for some learners and identifies some areas worthy of further exploration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01