Credit Hours with No Set Time: A Study of Credit Policies in Asynchronous Online Education

Autor/in	Prasuhn, Frederick Carl
Titel	Credit Hours with No Set Time: A Study of Credit Policies in Asynchronous Online Education
Quelle	In: American Journal of Distance Education, 28 (2014) 1, S.4-13 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2014.868685
Schlagwörter	Distance Education; College Credits; Electronic Learning; Asynchronous Communication; Competency Based Education; Federal Legislation; Educational Legislation; Higher Education; Semi Structured Interviews; College Faculty; School Policy; Educational Assessment; Benchmarking; Time on Task; Competence; Policy Analysis; California; Florida; Georgia; Indiana; New York; North Carolina; Ohio; Pennsylvania; Texas; Virginia + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Bundesrecht; Bildungsrecht; Schulgesetz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Schulpolitik; assessment; Bewertungssystem; Zeitaufwand; Kompetenz; Politikfeldanalyse; Kalifornien
Abstract	U.S. public university system policies were examined to learn how credit hours were determined for asynchronous online education. Findings indicated that (a) credit hour meaning and use are not consistent, (b) primary responsibility for credit hour decisions was at the local level, and (c) no policies exist to guide credit hour application for asynchronous online education. An unexpected finding indicated that an alternative was possible: a potential new method to track learning may be competency-based education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10