Competency-Based Education in a Traditional Higher Education Setting: A Case Study of an Introduction to Psychology Course

Autor/inn/en	Simonds, Jennifer; Behrens, Ellen; Holzbauer, Jessica
Titel	Competency-Based Education in a Traditional Higher Education Setting: A Case Study of an Introduction to Psychology Course
Quelle	In: International Journal of Teaching and Learning in Higher Education, 29 (2017) 2, S.412-428 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Competency Based Education; Higher Education; Introductory Courses; Psychology; Case Studies; Undergraduate Students; Active Learning; Student Projects; Scoring Rubrics; Curriculum Design; Learning Experience; Teaching Methods; Online Courses + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Einführungskurs; Psychologie; Case study; Fallstudie; Case Study; Aktives Lernen; Schulprojekt; Scoring formulas; Auswertungsbogen; Lehrplangestaltung; Lernerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs
Abstract	This paper presents a case study of a Competency-Based Education Introduction to Psychology course conducted in a small, private, traditional university in the western United States. Two competency-graded sections were offered, one online and one in the classroom. Eleven undergraduate students completed the online section, and 24 students completed the classroom-based section of the course. For both sections, we present the course design including learning outcomes, course projects, grade assignments, instructional methods, and both student and instructor reflections on learning outcomes. This case study illustrates how competency-based courses can be designed and executed in a traditional academic environment in both online and classroom-based courses. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01