Repurposing MOOC learning for academic credit: A survey of practice in University Work Based Learning departments in England and Wales

Hdl Handle:
http://hdl.handle.net/10034/620751
Title:
Repurposing MOOC learning for academic credit: A survey of practice in University Work Based Learning departments in England and Wales
Authors:
Talbot, Jon
Abstract:
This small study is an investigation into the potential for converting learning from MOOCs into credit bearing qualifications in universities. The mechanism for achieving such conversion is the use of what is variously known as the Accreditation or Recognition of Prior Learning (A/RPL). The evidence suggests such practices in the UK are heavily concentrated in Work Based Learning (WBL) departments. This study investigated practices in 26 WBL departments in England and Wales. The results indicate there is very little awareness of the potential of MOOC learning as the basis for A/RPL claims among tutors in WBL departments. Moreover there are relatively few departments which have sufficiently flexible procedures to integrate MOOC learning into curricula. At a time when policy makers are seeking the removal of barriers to the recognition of informal and non-formal learning it seems there are few opportunities for those completing MOOC courses in England and Wales to convert them into recognised qualifications. The study provides evidence that in the UK completion of MOOC courses is unlikely to result in accredited qualifications.
Affiliation:
University of Chester
Citation:
Talbot, J. (2017). Repurposing MOOCs for the Accreditation of Prior Learning: A survey of practice in University Work Based Learning departments. Widening Participation and Lifelong Learning, 19(3), 113-136.
Journal:
Widening Participation and Lifelong Learning
Publication Date:
30-Nov-2017
URI:
http://hdl.handle.net/10034/620751
DOI:
10.5456/WPLL.19.3.113
Additional Links:
http://www.open.ac.uk/cicp/main/widening-access-and-success/journal-widening-participation-and-lifelong-learning
Type:
Article
Language:
en
Description:
© Jon Talbot, 2017. The definitive, peer reviewed and edited version of this article is published in Widening Participation and Lifelong Learning, 19(3), 113-136. 2017, https://doi.org/10.5456/WPLL.19.3.113
Appears in Collections:
Centre for Work Related Studies

Full metadata record

DC FieldValue Language
dc.contributor.authorTalbot, Jonen
dc.date.accessioned2017-12-07T16:04:05Z-
dc.date.available2017-12-07T16:04:05Z-
dc.date.issued2017-11-30-
dc.identifier.citationTalbot, J. (2017). Repurposing MOOCs for the Accreditation of Prior Learning: A survey of practice in University Work Based Learning departments. Widening Participation and Lifelong Learning, 19(3), 113-136.en
dc.identifier.doi10.5456/WPLL.19.3.113-
dc.identifier.urihttp://hdl.handle.net/10034/620751-
dc.description© Jon Talbot, 2017. The definitive, peer reviewed and edited version of this article is published in Widening Participation and Lifelong Learning, 19(3), 113-136. 2017, https://doi.org/10.5456/WPLL.19.3.113en
dc.description.abstractThis small study is an investigation into the potential for converting learning from MOOCs into credit bearing qualifications in universities. The mechanism for achieving such conversion is the use of what is variously known as the Accreditation or Recognition of Prior Learning (A/RPL). The evidence suggests such practices in the UK are heavily concentrated in Work Based Learning (WBL) departments. This study investigated practices in 26 WBL departments in England and Wales. The results indicate there is very little awareness of the potential of MOOC learning as the basis for A/RPL claims among tutors in WBL departments. Moreover there are relatively few departments which have sufficiently flexible procedures to integrate MOOC learning into curricula. At a time when policy makers are seeking the removal of barriers to the recognition of informal and non-formal learning it seems there are few opportunities for those completing MOOC courses in England and Wales to convert them into recognised qualifications. The study provides evidence that in the UK completion of MOOC courses is unlikely to result in accredited qualifications.en
dc.language.isoenen
dc.relation.urlhttp://www.open.ac.uk/cicp/main/widening-access-and-success/journal-widening-participation-and-lifelong-learningen
dc.subjectMOOCsen
dc.subjectRe-purposingen
dc.subjectWork based learningen
dc.subjectRecognition of Prior Learningen
dc.subjecte-learningen
dc.subjectNon-formal learningen
dc.titleRepurposing MOOC learning for academic credit: A survey of practice in University Work Based Learning departments in England and Walesen
dc.typeArticleen
dc.contributor.departmentUniversity of Chesteren
dc.identifier.journalWidening Participation and Lifelong Learningen
dc.date.accepted2017-09-30-
or.grant.openaccessYesen
rioxxterms.funderUnfundeden
rioxxterms.identifier.projectUnfundeden
rioxxterms.versionAMen
rioxxterms.licenseref.startdate2019-05-30en
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