Solving the Four Big Problems Facing CBE for Underprepared College Learners. Next-Generation CBE

Autor/inn/en	Hilliard, Tom; Bushway, Deb; Krauss, Stephanie; Anderson, Nate
Institution	Jobs for the Future
Titel	Solving the Four Big Problems Facing CBE for Underprepared College Learners. Next-Generation CBE
Quelle	(2018), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Competency Based Education; College Students; College Readiness; College Preparation; Skill Development; Mastery Learning; Pacing; Acceleration (Education); Online Courses; Electronic Learning; Outcomes of Education; Student Evaluation; High Stakes Tests; Test Anxiety; Barriers; Education Work Relationship; Developmental Studies Programs; Alignment (Education); Credentials + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Collegestudent; Kompetenzentwicklung; Qualifikationsentwicklung; Lerntempo; Acceleration; Beschleunigung; Online course; Online-Kurs; Lernleistung; Schulerfolg; Schulnote; Studentische Bewertung; Examination phobia; Testangst; Prüfungsangst; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Studienbuch
Abstract	Competency-based education (CBE) is widely viewed as an innovative alternative to traditional higher education, yet most programs serve only a narrow slice of the postsecondary population. Few are intended for adults who need to boost basic skills in order to succeed in college coursework. However, if designed with the needs of a broader range of learners in mind, CBE could be an important piece of the national movement to increase educational access, equity, and credential attainment. This paper is part of a series that recommends specific features likely to help more underprepared students in CBE settings master college-ready skills, persist in their postsecondary studies, and ultimately earn credentials. This paper concludes the series by acknowledging--and addressing--the four biggest concerns identified by Jobs for the Future's research about CBE for underprepared learners: (1) Flexible pacing, which for some students can accelerate progress, can stall progress for others; (2) Online delivery models, which are common among CBE programs, show weak outcomes for underprepared learners; (3) Assessment, which is frequent in CBE models, can create high-stakes environments that impede the success of underprepared learners who have a history of test anxiety; and (4) Competencies, which form the foundation of CBE, can disadvantage underprepared learners if they do not directly align to future education or employment. Research shows that while CBE holds great promise, it can also present barriers to student success. Contains endnotes. (ERIC).
Anmerkungen	Jobs for the Future. 88 Broad Street 8th Floor, Boston, MA 02110. Tel: 617-728-4446; Fax: 617-728-4857; e-mail: info@jff.org; Web site: http://www.jff.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01