ERIC Number: ED478437
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
Dimensions of the Experience of Prior Learning Assessment & Recognition. NALL Working Paper.
Thomas, Alan; Collins, Monica; Plett, Lynette
A study extended studies on use of prior learning assessment and recognition (PLAR) by concentrating on learners/students outside of the college system and exploring student experience with all dimensions of the use of PLAR. Fourteen university students were interviewed. Findings indicated respondents had re-entered formal education by novel means based on an individual assessment of what they knew, and had learned, outside the system of formal education, rather than solely on what they had learned within it; most encountered PLAR by accident; PLAR became the primary basis on which they continued in their educational quest, a welcome add-on that eased and enriched their educational experience, or a minor addition; they used all available PLAR devices, though a larger proportion used portfolios than in earlier research, and all respondents were self-directed students in addition to self-directed learners. (Appendixes include 11 references, interview protocol, summary of interviewee responses, and demographic information.) (YLB)
Descriptors: Adult Students, Advanced Placement, College Credits, Developed Nations, Educational Experience, Experiential Learning, Foreign Countries, Independent Study, Informal Education, Nontraditional Education, Nontraditional Students, Portfolios (Background Materials), Prior Learning, Recognition (Achievement), Student Educational Objectives, Student Motivation, Universities
For full text: http://www.oise.utoronto.ca/depts/sese/csew/nall/res/52AlanThomas .pdf.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario).
Authoring Institution: Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning.
Identifiers - Location: Canada