Adults’ Difficulties in the Process of Learning Outcomes Portfolio Development: Consultants’ Perceptions
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Abstract
Recently, a number of higher education institutions in Lithuania have started introducing validation of non-formal and informal learning, which requires adopting necessary institutional legal acts, establishing the procedure which ensures that assessment meets quality requirements, training administrative and teaching staff, and creating mechanisms of guidance and support to adults. Until now, little known research has focused on institutional guidance and support provided to adults and the perceptions of institutional participants in the process. The purpose of this study is to examine consultants’ perceptions of difficulties that adults encounter in the process of learning outcomes portfolio development before the assessment procedure of their non-formal and informal learning in four higher education institutions. The findings revealed that adults faced time constraints, difficulties related to identification and documentation of their learning outcomes, as well as difficulties due to the novelty of the procedure and adults’ personal characteristics. It is recommended that this study be extended to the investigation of difficulties that consultants encountered in the process of providing guidance and support to adults.
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Section
Articles
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Authors retain copyright of their work, with first publication rights granted to the Association for Learning Technology.
Authors retain copyright of their work, with first publication rights granted to the Association for Learning Technology.
