"Prior learning assessment and credit for prior experiential learning":
Table Of Contents
<p><br>
Chapter 1
: Introduction<br> - Background and context<br> - Statement of the problem<br> - Purpose and significance of the study<br> - Research questions<br> - Limitations and delimitations<br> - Definition of key terms<br>Chapter 2
: Literature Review<br> - Theoretical framework of experiential learning<br> - Overview of PLA programs and policies<br> - Methods of prior learning assessment<br> - Benefits of PLA for students and institutions<br> - Challenges and criticisms of PLA<br>Chapter 3
: Research Methodology<br> - Research design<br> - Sample and population<br> - Data collection instruments<br> - Data analysis procedures<br> - Ethical considerations<br>Chapter 4
: Findings<br> - Survey results<br> - Interview findings<br> - Document analysis<br>Chapter 5
: Discussion and Conclusions<br> - Answers to research questions<br> - Implications for theory and practice<br> - Recommendations<br> - Suggestions for future research <br></p>Project Abstract
<p><br>Prior learning assessment (PLA) is an evaluation process that allows individuals to receive college credit for knowledge and skills gained outside of the classroom. This project explores PLA programs and policies across higher education institutions in the United States. It examines different methods used to evaluate prior experiential learning, such as portfolio assessment and standardized exams. The benefits and challenges of awarding academic credit for work and life experiences are discussed. The study aims to understand how PLA can help address barriers to adult education and support lifelong learning goals. <br><br><br></p>Project Overview
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