Experiences of Nontraditional Students and Academics of the Recognition of Prior Learning Process for Admission to Graduate Studies: A South African Case Study in Open Distance Learning

Abstract

The purpose of this study is to report on the recognition of prior learning (RPL) experiences of students and academics in a graduate context at an open distance learning (ODL) institution. Although students and academics are the key participants in the RPL process for access to graduate studies, their experiences regarding the process, specifically in an ODL context, appear to be under-investigated, given the limited number of studies conducted at distance learning institutions. Within an interpretative paradigm, the study followed a qualitative approach. A case study design was used to collect data employing open-ended questionnaires for students and academics involved in reviewing the RPL application students. The study involved research participants who were directly involved in the RPL process. The findings revealed that, apart from granting them admission to graduate studies, RPL candidates benefited from the process on a personal and academic level. The key aspects of RPL, such as preparation of evidence for assessment, which is similar to those of sustainable assessment, contribute to students becoming aware of their learning potential. This research contributes in a manner that provides more insight into this important academic experience of nontraditional students. This study recommends that an RPL process be an empowering and quality student experience that aims not only to prepare them for RPL assessment but also for the context after access to graduate studies.

Keywords:

• Access to graduate studies
• nontraditional students
• open distance learning
• recognition of prior learning
• sustainable assessment
• prior learning assessment
• PLA

Additional information

Notes on contributors

Marici Snyman

Marici Snyman is a retired RPL Specialist at the University of South Africa. She has extensive experience in conducting RPL implementation and management training as well as portfolio development workshops to diverse target groups. Currently she assists universities and industry in different countries in Africa in implementing RPL. She holds a DEd in Curriculum Studies.

Geesje van den Berg

Geesje van den Berg is a full professor in the Department of Curriculum and Instructional Studies at the University of South Africa. She holds a DEd in Curriculum Studies with wide-ranging involvement in e-learning theory and practice, including international partnerships. Geesje’s research focus area is in adult teaching and learning in online environments. She teaches in the Masters in Education program (specializing in open distance learning).