Achieving Flexible Learning through Recognition of Prior Learning Practice: A Case-Study Lament of the Canadian Academy

Autor/in	Conrad, Dianne
Titel	Achieving Flexible Learning through Recognition of Prior Learning Practice: A Case-Study Lament of the Canadian Academy
Quelle	In: Open Learning, 25 (2010) 2, S.153-161 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0513
Schlagwörter	Educational Policy; Credentials; Prior Learning; Experiential Learning; Foreign Countries; Barriers; Case Studies; Portfolio Assessment; College Applicants; Program Descriptions; College Credits; Nontraditional Students; Open Universities; Access to Education; Distance Education; Electronic Learning; Canada + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Studienbuch; Vorkenntnisse; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Case study; Fallstudie; Case Study; Portfoliobeurteilung; College applications; Studienbewerber; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Offene Universität; Education; Access; Bildung; Zugang; Bildungszugang; Distance study; Distance learning; Fernunterricht; Kanada
Abstract	Although the recognition of learners' experiential learning toward postsecondary credentials holds the promise of increased flexibility and opportunity for many, especially in the current climate of labour shortage, Canadian universities have been slow to adopt recognition of prior learning (RPL) systems. This case study of one Canadian institution showcases its RPL practice against the framework of the challenges that face RPL in traditional academic settings; and presents some of the lessons learned by Canada's foremost open and distance institution's RPL practice. (Contains 2 figures and 2 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10