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Full-Text Articles in Education

Technology Education And Integrated Learning For Adult Learners, Karen K. Lawson Aug 2003

Technology Education And Integrated Learning For Adult Learners, Karen K. Lawson

MALS Final Projects, 1995-2019

Adult learning and achievement in technology education can be enhanced through the process of integrated learning, rather than through learning skills in isolation. An integrated learning program helps provide the opportunity for instructors to help their students make connections and form relationships across the boundaries of classroom, discipline, skill, and background. Situated cognition refers to the idea that cognitive processes (including thinking and learning) are located in physical and social contexts. By providing technology education using information contexts (histories, stories, explanations, backgrounds), adult learners can draw on both what they have learned in life and are learning in the classroom.


A Study Of West Virginia State Police Academy Graduates' Perceptions Of Their Degrees Of Competence And The Relevance Of The Marshall University Community And Technical College Police Science Curriculum, Walter E. Stroupe Jan 2003

A Study Of West Virginia State Police Academy Graduates' Perceptions Of Their Degrees Of Competence And The Relevance Of The Marshall University Community And Technical College Police Science Curriculum, Walter E. Stroupe

Theses, Dissertations and Capstones

This study investigated the perceptions of graduates of the West Virginia State Police Academy regarding the relevance of the higher education police science curriculum as well as their perceived degrees of competence. The population of the study consisted of four selected cadet classes that were employed full time as West Virginia State Police Troopers in February 2003, N=153. Participants completed a survey questionnaire adapted from Brand & Peak (1995). Additionally, three open-ended questions were addressed by the survey. The survey measured the graduates' perception of the relevance of coursework and their degrees of competence. Data analyses suggested the graduates perceived ...


Recognition Of Prior Learning: Why Is It So Difficult To Accredit Learning That Has Occurred Outside The Academy Towards The Award Of A Qualification? A Report From Australia, Leesa Wheelahan, Peter J. Miller, Diane Newton Dec 2002

Recognition Of Prior Learning: Why Is It So Difficult To Accredit Learning That Has Occurred Outside The Academy Towards The Award Of A Qualification? A Report From Australia, Leesa Wheelahan, Peter J. Miller, Diane Newton

Peter Miller

One of the key drivers for RPL is its perceived capacity to act as a mechanism for social inclusion within the context of lifelong learning policy frameworks that seek to “encourage formal learning, to promote links between it and informal learning and to improve opportunities for people to use their informal learning to gain recognised qualifications” (Young, 2001: 4). However, it has not acted as a mechanism for social inclusion in Australia or internationally. This paper seeks to answer the question: why is it so difficult to accredit learning that has occurred outside formal education and training towards the award ...