Open learning and formal credentialing in higher education: curriculum models and institutional policies

Reushle, Shirley and Antonio, Amy and Keppell, Mike, eds. (2016) Open learning and formal credentialing in higher education: curriculum models and institutional policies. Advances in Educational Marketing, Administration, and Leadership (AEMAL) Book Series. Information Science Reference (IGI Global), Hershey, PA, United States. ISBN 978-1-4666-8856-8

Abstract

The discipline of education is a multi-faceted system that must constantly integrate new strategies and procedures to ensure successful learning experiences. Enhancements in education provide learners with greater opportunities for growth and advancement. Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies is an authoritative reference source for the latest scholarly research on learner-focused approaches within adult education environments. Featuring expansive coverage on topics relating to open education, lifelong learning, and formal qualifications, this book is a crucial reference source for researchers, educators, policy makers, and educational administrators interested in the relationship between formal credentials and open education. This book features timely, research-based chapters across a variety of relevant topics including, but not limited to, educational resources, lifelong learning achievements, and the benefits of formal qualifications and licensing.


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Item Type: Book (Commonwealth Reporting Category A)
Refereed: Yes
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty / Department / School: Historic - Australian Digital Futures Institute
Date Deposited: 21 Sep 2016 06:36
Last Modified: 12 Jul 2017 23:16
Uncontrolled Keywords: open learning, formal credentialing, open education, lifelong learning, equity and access, RPL, MOOC, work-based learning
Fields of Research : 13 Education > 1399 Other Education > 139999 Education not elsewhere classified
Socio-Economic Objective: C Society > 93 Education and Training > 9399 Other Education and Training > 939903 Equity and Access to Education
URI: http://eprints.usq.edu.au/id/eprint/28403

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