Going Online to Make Learning Count

Autor/inn/en	Brigham, Cathy; Klein-Collins, Rebecca
Titel	Going Online to Make Learning Count
Quelle	In: International Review of Research in Open and Distance Learning, 12 (2011) 1, S.111-115 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Adult Students; Prior Learning; Experiential Learning; Testing; Portfolio Assessment; College Credits; Online Systems; Delivery Systems + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Vorkenntnisse; Experiental learning; Erfahrungsorientiertes Lernen; Testdurchführung; Testen; Portfoliobeurteilung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Online; Auslieferung
Abstract	Adult students often come to higher education with college-level learning that they have acquired outside of the classroom--from the workplace, military service, self-study, or hobbies. For decades, many forward-thinking colleges and universities have been offering services to evaluate that learning and award it college credit that counts towards a degree. However, for a range of reasons, not every institution can offer prior learning assessment (PLA) in every discipline or for every student. With funding from several U.S. philanthropic organizations, the Council for Adult and Experiential Learning (CAEL) is launching Learning Counts, a national online service that will offer students a range of opportunities to have their learning evaluated for college credit. This online service will expand the capacity of institutions offering PLA to students and provide an efficient and scalable delivery mechanism for the awarding of credit through PLA. (Contains 1 note.) (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10