Prior Learning Assessment, an investigation of nonsponsored learning for college credits

grantor: University of TorontoSince 1993, Ontario Community Colleges have systematically incorporated a framework for recognizing non-traditional learning through Prior Learning Assessment (PLA). PLA allows students to obtain credits towards their. formal education for nonsponsored learning, that is material they have learned through nontraditional settings such as work experience or the home. Within the PLA framework Community colleges have implemented the portfolio development process as a way to assess prior learning through organizing and presenting their nonsponsored learning in a document which can satisfy the requirements of a college course. The research on PLA has been limited to surveys which examine the number and types of assessment used in PLA and procedures on preparing portfolios. There has been no research to date which examines how learners perceive their prior learning. This exploratory case study examines how learners make meaning of their prior learning. The portfolio development process is used as a point of focus because it best represents the transition from nonsponsored learning to the institution's interpretation of experiential learning. For this study, I chose a setting which supported PLA, particularly the portfolio process. Data from interviews, a sample of portfolios and classroom observations were initially analyzed according to five conceptual interpretations: (a) perception of learning; (b) learning style; (c) metacognitive abilities; (d) cognitive development; and (e) learners, needs. An emergent design allowed for other interpretations to be explored as the study progressed. A purposeful sample consisted of four adult learners who were taking a community college portfolio development course. I also interviewed two adult learners who had taken the portfolio development course and had successfully challenged a number of college credits. Since not all mature students take the portfolio development course or challenge college courses through the portfolio development course I interviewed three students who were eligible for the PLA process but did not take this option. The findings from this study showed that all of the students made meaning from their prior learning and applied it to their college studies. Since PLA is no longer funded to the same extent as it was in the past, advocates of PLA at community colleges will need to address the benefits of the portfolio development. This could include both the acquisition of credits and personal development.Ph.D