ERIC ED611022: PLA From The Student's Perspective: Lessons Learned From Survey And Interview Data. Recognition Of Prior Learning In The 21st Century - Info and Reading Options

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This brief is part of a broad landscape analysis focused on policy and practice issues related to the recognition of prior learning. The landscape analysis focuses on issues arising in the practice of the recognition of prior learning, policies that encourage or limit its adoption, and key research needs and future directions for the field. This brief draws on data from a survey administered to 1,184 current undergraduate students and from interviews with six college students. The survey asked the undergraduate students about their prior learning experiences, access to and use of prior learning assessment programs, and their perspectives about their experiences. The interview protocol asked the six college students about their background, their previous work and college experience, their future career and education goals, and their experience with and perspectives on prior learning assessment (PLA). Key highlights of this brief include: (1) Students gain college-level learning outside of the classroom in a variety of ways. Adult learners in this study were more likely to report work experience, completing a certificate or professional license, or enlisting in the military; students under the age of 25 were more likely to report having taken an AP/IB course or volunteer experience; (2) Students cited conversations with individuals (such as high school counselors, counselors or academic advisors on the college campus, other students, or family members) as the main sources of knowledge about PLA, not written material on college catalog; (3) Students cited time and cost savings as two benefits to their college career from PLA. Adult learners also cited benefits to their careers; and (4) Students cited lack of information about PLA as a top barrier to accessing PLA. Adult learners cited money and time required with more frequency than younger students. Younger students cited credit limitations (such as number of credits eligible, how/if a student can apply the credits to their program of study) at a higher rate than older students.

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