An exploration of students’ and academics’ experiences of the Recognition of Prior Learning process for admission to postgraduate studies
DOI:
https://doi.org/10.17159/rjszzn94Keywords:
Recognition of Prior Learning (RPL), access to postgraduate studies, sustainable assessmentAbstract
In the recognition of prior learning (RPL) process that is completed for access to undergraduate studies, students and academics are the key participants. Their experience of the process appears to be under-investigated, given the limited number of these studies that have been conducted at distance learning institutions. Therefore, it is important to explore the perceptions and experiences of academics and students of the RPL process, in order to make meaningful suggestions for improving the process. This research explored the RPL experiences of students and academics in the postgraduate context, at an open distance learning (ODL) institution. Research participants who were directly involved in the RPL process, as applicants and as academic assessors, were involved. It was established that, apart from granting them admission to postgraduate studies, RPL candidates also benefited from the process on personal, as well as academic levels. The main aspect of RPL, preparation of evidence for assessment, similar to those of sustainable assessment, contributes to students becoming aware of their learning potential. Aspects of the RPL process, that both candidates and academics found beneficial, were illuminated during this research project. The academics gained insight into the candidate learner profile, while candidates experienced the process as beneficial; both for gaining admission and the postgraduate context.
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