東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Competency-Based Education: Understa...

Loveless, Jill L.

FindBook

Google Book

Amazon

博客來

Competency-Based Education: Understanding the CBE Student's Experience.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Competency-Based Education: Understanding the CBE Student's Experience./
作者:	Loveless, Jill L.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	132 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
標題:	Higher education administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10690707
ISBN:	9780355420708

Competency-Based Education: Understanding the CBE Student's Experience.
Loveless, Jill L.

Competency-Based Education: Understanding the CBE Student's Experience. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 132 p.

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ph.D.)--Capella University, 2017.

Research on competency-based education (CBE) has primarily focused on elements of development, design, and implementation. The researcher interviewed students about their experiences in a CBE course as an avenue to deepen existing knowledge, build upon previous research, and improve development, design, and implementation. The researcher interviewed community college students to better understand their experiences in a CBE course or program. The researcher asked students questions designed to lead to greater knowledge about aspects of the CBE model that lead to a successful student experience, including engagement in CBE courses, levels of faculty and staff support in the CBE program, and students' prior and current knowledge of the CBE structure. A qualitative research method of interviewing participants to gain this information was employed. The population of students in CBE programs at the two sites involved in the research was limited to students who had completed at least one CBE course. The combined population of 189 students yielded a sample size of five students who were primarily nontraditional students in online CBE courses. Data analysis of transcripts of the interviews began immediately following and included identifying and coding themes of CBE knowledge, people, structure, barriers, and experience. The answer to the research question is that the CBE model is a beneficial option for students. The students in this study appreciated the following key elements of their CBE experience: the high level of individualized options for learning the material, the access to faculty and staff on an as-needed basis, the efficiency offered them for the rate at which they learned, and the ability to progress faster within the term limits. Due to the size of this study, further research should include a larger sample size to validate the findings of this study. Additionally, quantitative research should be used to quantify student retention and completion data to further support the benefits of CBE programs. Finally, research that connects graduates of CBE programs to employers is needed to validate the early claims made by CBE supporters that CBE will improve the quality of graduates entering the workforce.

ISBN: 9780355420708Subjects--Topical Terms:

2122863
Higher education administration.

Competency-Based Education: Understanding the CBE Student's Experience.
LDR:03182nmm a2200301 4500 001 2164461
005 20181106103644.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355420708
035 $a (MiAaPQ)AAI10690707
035 $a (MiAaPQ)capella:19861
035 $a AAI10690707
040 $a MiAaPQ $c MiAaPQ
100 1 $a Loveless, Jill L. $3 3352512
245 1 0 $a Competency-Based Education: Understanding the CBE Student's Experience.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 132 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
500 $a Adviser: Eric Wellington.
502 $a Thesis (Ph.D.)--Capella University, 2017.
520 $a Research on competency-based education (CBE) has primarily focused on elements of development, design, and implementation. The researcher interviewed students about their experiences in a CBE course as an avenue to deepen existing knowledge, build upon previous research, and improve development, design, and implementation. The researcher interviewed community college students to better understand their experiences in a CBE course or program. The researcher asked students questions designed to lead to greater knowledge about aspects of the CBE model that lead to a successful student experience, including engagement in CBE courses, levels of faculty and staff support in the CBE program, and students' prior and current knowledge of the CBE structure. A qualitative research method of interviewing participants to gain this information was employed. The population of students in CBE programs at the two sites involved in the research was limited to students who had completed at least one CBE course. The combined population of 189 students yielded a sample size of five students who were primarily nontraditional students in online CBE courses. Data analysis of transcripts of the interviews began immediately following and included identifying and coding themes of CBE knowledge, people, structure, barriers, and experience. The answer to the research question is that the CBE model is a beneficial option for students. The students in this study appreciated the following key elements of their CBE experience: the high level of individualized options for learning the material, the access to faculty and staff on an as-needed basis, the efficiency offered them for the rate at which they learned, and the ability to progress faster within the term limits. Due to the size of this study, further research should include a larger sample size to validate the findings of this study. Additionally, quantitative research should be used to quantify student retention and completion data to further support the benefits of CBE programs. Finally, research that connects graduates of CBE programs to employers is needed to validate the early claims made by CBE supporters that CBE will improve the quality of graduates entering the workforce.
590 $a School code: 1351.
650 4 $a Higher education administration. $3 2122863
650 4 $a Higher education. $3 641065
690 $a 0446
690 $a 0745
710 2 $a Capella University. $b Education. $3 2093659
773 0 $t Dissertation Abstracts International $g 79-02A(E).
790 $a 1351
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10690707