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Full-Text Articles in Education
Knowles, Kolb, & Google: Prior Learning Assessment As A Model For 21st-Century Learning, Jennie A. Harrop, Rae Casey, Michelle E. Shelton
Knowles, Kolb, & Google: Prior Learning Assessment As A Model For 21st-Century Learning, Jennie A. Harrop, Rae Casey, Michelle E. Shelton
Faculty Publications - Department of Professional Studies
For adult students who have committed anew to completing a four-year bachelor’s degree, prior learning assessment (PLA) can be a surprising bonus that affirms their previous life experiences, shortens the degree completion pathway, and ultimately lowers tuition dollars. What students typically do not realize as they enter the process, however, is that PLA can be much more than simply a road to a diploma: When designed with an intentional framework of andragogical principles and experiential emphases, PLA can provide adult students with a lifelong model for self-assessment and higher-level learning in a 21st-century Google era.
From Ad Hoc To Intentional: One Department’S Online Journey, Jennie A. Harrop, Carol Hutchinson, Michelle Shelton
From Ad Hoc To Intentional: One Department’S Online Journey, Jennie A. Harrop, Carol Hutchinson, Michelle Shelton
Faculty Publications - Department of Professional Studies
When George Fox’s Department of Professional Studies offered four online courses in the summer of 2010, the faculty did not know what would come of the experiment. Six years later, the department now offers more than 25 online classes per semester, including one online major, and the program is growing. The majority of DPS students juggle families and full-time work in addition to school, and increasingly students are seeking the convenience of online offerings for both required major and general education courses. With eight regular faculty members, more than 40 adjunct faculty members, and roughly 300 adult degree-completion students, DPS …
Developing Presence In Online Undergraduate Courses, Rae L. Casey
Developing Presence In Online Undergraduate Courses, Rae L. Casey
Faculty Publications - Department of Professional Studies
The purpose of this basic interpretive qualitative study (Merriam, 2009) was to understand the factors that excellent online faculty perceived as important to the development of presence in their online courses. Eight faculty members at two institutions in the northwest region of the United States participated in the study. Data were collected through interviews, syllabus reviews, and field notes. The data were coded and categorized, resulting in seven categories that described the findings. The seven categories were: Course Development, Course Facilitation, Assessment, Student Self Direction, Teachers as Learners, Learning Relationships, and Teacher Workload Management.