Repurposing MOOC learning for academic credit: A survey of practice in University Work Based Learning departments in England and Wales
AffiliationUniversity of Chester
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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.
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.
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
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Identifying barriers to the adoption of Certificated and Experiential Accreditation/Recognition of Prior Learning: A global perspectiveTalbot, Jon; University of Chester (2019-01-25)The presentation reviews research into practice in the UK and beyond to identify barriers to adoption and examples where there has been a systemic increase. The various terms used to describe practice are outlined and its application in the UK and beyond briefly reviewed. The presentation will refer to national, institutional and pedagogical constraints to the wider adoption of practice. Two national examples are cited where practice appears most widespread- the USA and France. Possible explanations are cited and examples of institutional practice in each country described. Finally lessons from a global perspective are used to highlight opportunities and constraints in the UK.
Repurposing MOOCs for the Accreditation of Prior Learning: A survey of practice in university Work Based Learning departmentsTalbot, Jon; University of Chester (Universities Association for Lifelong Learning, 2016-03-18)The presentation summarises a small survey of APL practices in work based learning departments in universities in England and Wales in respect of willingness to accept completion of a MOOC learning programme. The study found few students with MOOC certificates approached universities for accreditation and that few were likely to accept them in any case. The study highlights how many students are now engaged in work based learning and the varieties of practice associated with the Accreditation/ Recognition of Prior Learning.
Who will accredit MOOC learning? a survey of work based learning departments in English and Welsh universitiesTalbot, Jon; University of Chester (The Open University, 2016-02-26)The presentation is of a small survey to determine whether Work based learning departments have sufficient flexibility to admit MOOC certificates as the basis for APL/RPL claims. The main finding is that there is low awareness of MOOCs among tutors such that is unlikely many would recognise the value of a MOOC certificate as the basis for a claim for past learning.