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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/9019
Title: Support in Assessment of Prior Learning: Personal or Online?
Authors: Joosten-ten Brinke, Desirée
Sluijsmans, Dominique
Jochems, Wim
Keywords: assessment of prior learning
APL
Issue Date: 2017
Publisher: Springer
Citation: Joosten-ten Brinke, D., Sluijsmans, D., & Jochems, W. (2017). Support in Assessment of Prior Learning: Personal or Online? In D. Joosten-ten Brinke & M. Laanpere (Eds.), Proceedings Computer Assisted Assessment conference, CCIS 653 (pp. 47-62). Heidelberg: Springer.
Series/Report no.: CCIS;653
Abstract: Assessment of Prior Learning (APL) offers significant benefits to adult learners. It reduces the gap between educational programmes and thelabour market and provides learners the possibility to shorten their prospective study programmes. APL however requires adequate support of the learners that engage in APL. This study investigates which support possibilities could be useful and efficient for APL candidates in a distance education context. Staff members of an APL provider (APL tutors and educational scientists), APL candidates and a group of experts on online support evaluated and discussed the possibilities of both embedded and personal support in APL. With regard to the different phases that can be distinguished in APL, the results show that all participants expect support particularly in the phase of gathering appropriate evidence. From the staff members’ perspective, embedded support is most appropriate and many types of support provisions are recommended. APL candidates prefer a combination of embedded and personal support, whereby the type of personal support can be limited to telephone and email support. The latter is preferred because of its personal, to-the-point and time independent character. An overview of the highest added value of support as well as support efficiency is provided. Unfortunately, the highest added value is not always the most efficient. Guidelines for the elaboration of efficient support with high added value in APL in the context of distance education are presented.
URI: http://hdl.handle.net/1820/9019
Appears in Collections:1. FEEEL Publications, books and conference papers

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