Literaturnachweis - Detailanzeige
| Autor/inn/en | Harrop, Jennie A.; Casey, Rae; Shelton, Michelle |
|---|---|
| Titel | Knowles, Kolb, and Google: Prior Learning Assessment as a Model for 21st-Century Learning |
| Quelle | In: Journal of Continuing Higher Education, 66 (2018) 2, S.129-133 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0737-7363 |
| DOI | 10.1080/07377363.2018.1469079 |
| Schlagwörter | Prior Learning; Adult Students; Student Evaluation; Andragogy; Experiential Learning; Universities; College Students; Internet; Essays; Oregon |
| Abstract | For adult students who have committed anew to completing a four-year bachelor's degree, prior learning assessment (PLA) can be a surprising bonus that affirms their previous life experiences, shortens the degree completion pathway, and ultimately lowers tuition dollars. What students typically do not realize as they enter the process, however, is that PLA can be much more than simply a road to a diploma: when designed with an intentional framework of andragogical principles and experiential emphases, PLA can provide adult students with a lifelong model for self-assessment and higher-level learning in a 21st-century Google era. This article examines different models of PLA and how an effective PLA program affords students not only a speedier, less expensive path to graduation, but also a broader, more expansive understanding of how to think about learning, the workplace, and an Internet-connected world where students are called to engage with integrity and intentionality. (ERIC). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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