Student Perceptions of and Experiences With a PLA Course and Portfolio Review

Rust, Dianna Z.; Brinthaupt, Thomas M.

doi:10.1080/07377363.2017.1320206

Cited by 6 publications

(2 citation statements)

References 10 publications

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“…One of the problems of constructing experiential learning claims through reflective narratives is which reflective learning model to use and the constraints of ridged adherence to them (Coward, 2011). Although Kolb's (1984) experiential learning model is used extensively (Rust and Brinthaupt, 2017), there are many other competing models. Models are used in various contexts following development in response to perceived needs of professionals, educators and government, all of whom view reflective learning as vital to improving professional practice (Finlay, 2008).…”

Section: Reflective Learningmentioning

confidence: 99%

Barriers to constructing experiential learning claims through reflective narratives

Ions

Sutcliffe

2019

HESWBL

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Purpose The purpose of this paper is to identify the barriers that higher education (HE) work-based learners face when constructing experiential learning claims through reflective narratives. Design/methodology/approach A survey of 38 part-time, HE undergraduate work-based learners was conducted. A questionnaire was designed comprising Likert scale and open ended questions to capture students’ experiences of constructing experiential learning claims. Findings The study found that students experience several learning barriers including the diversity and complexity of reflective learning models, the solitary nature of reflective learning, problems articulating tacit knowledge in writing, emotional barriers to reflective learning, accurately recalling “historic” learning experiences and difficulties in developing the meta-competence of learning to learn. Practical implications Consideration should be given to assisting learners to develop the skills necessary to select and use reflective learning models that best fit particular experiential learning contexts. Learners should be encouraged to undertake group reflection in the classroom and in the workplace to enable them to write critical reflective narratives that have integrity. There should be less reliance on written reflective narratives to evidence tacit knowledge with consideration given to other methods such as practical demonstrations, videos presentations and interviews. Originality/value The study contributes to knowledge of the barriers that students face when constructing experiential learning claims through reflective narratives. It proposes an outline pedagogical scaffolding framework to assist learners to develop recognition of prior learning (RPL) claims to enable them to maximise opportunities for claiming credits through universities RPL processes.

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Section: Reflective Learningmentioning

confidence: 99%

Barriers to constructing experiential learning claims through reflective narratives

Ions

Sutcliffe

2019

HESWBL

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“…In several survey studies, students' self-reports reinforce the perception of CPL teachers and administrators regarding the impact of CPL by portfolio. Rust and Brinthaupt (2017) conducted a survey of 232 students at Middle State Tennessee who completed CPL portfolios. The clustered responses of students to questions about the impact of CPL on academic skills was positive, which the writers suggested is connected to the reflective writing required for the course.…”

Section: Introductionmentioning

confidence: 99%

New Models of Higher Education

Davis¹

2020

The SAGE Encyclopedia of Higher Education

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There are certain policy barriers that are preventing alternative credentials from fully maturing in the national discourse in the way that academic degrees have. This chapter will review three primary areas of policy concern: quality assurance and accountability, financial policy, and standards of documentation and interoperability. This chapter calls for the establishment of universal quality and accountability policy and mechanisms, opening more financing opportunities so that workers may have increased access to lifelong skills development, developing a unified way to document learning experiences across institutions, and forging a common currency that allows for interoperability of learners' credentials. Policy improvements for alternative credentials will help serve to further legitimize them in the public eye, improve their educational outcomes, and perhaps most importantly, enable a more coherent vision for alternative credentials as a central pillar of a national educational attainment strategy.

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Using Student Feedback to Improve PLA Portfolio Courses

Rust¹,

Brinthaupt

2017

The Journal of Continuing Higher Education

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Student Perceptions of and Experiences With a PLA Course and Portfolio Review

Cited by 6 publications

References 10 publications

Barriers to constructing experiential learning claims through reflective narratives

Barriers to constructing experiential learning claims through reflective narratives

New Models of Higher Education

Using Student Feedback to Improve PLA Portfolio Courses

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