Massive Open Online Course (MOOC) was one of the initiatives of the Malaysia Ministry of Education to ensure the standard of our national education system was at par with the global education trends. This initiative was documented in Malaysian Education Blueprint 2015 -2025 (Higher Education, Shift No.9: Globalised Online Learning). Universiti…

The problem of a prepared workforce is perennial. Part of the challenge is one of supply and demand, as education systems attempt to produce graduates with the technical competencies required for the current jobs available. In the new service- and knowledge-based economy, however, soft skills are cited as a greater need by today's employers.…

The perceived value of postsecondary education to economic competitiveness and individual success is driving innovation in higher education. Competency-based education (CBE) is the latest disruption that seeks to respond to the growing sense of national urgency to boost education attainment. The target audience generally includes those adult…

Although a number of claims have been made describing massive open online courses (MOOCs) as a disruptive innovation in education, these claims have not yet been proven through research. Instead, MOOCs should perhaps be considered as an integrative model for higher education systems, but to do so will require recognition of credentials. Initial…

This study investigated the question of whether those students who earned credits for basic courses through the College-Level Examination Program (CLEP) General Examinations achieved the same level of academic performance in advanced courses as those who took the basic courses in the traditional manner. (Editor)

Business management students who earned prior learning credit through portfolios (n=27) and 27 who completed coursework were compared. Results indicated that metacognitive skills can be developed outside the classroom to an equal or greater level. Portfolio development assisted learners in articulating tacit knowledge they acquired through…

Describes the Project on Noncollegiate-Sponsored Instruction, a system (developed by the American Council on Education and the New York State Board of Regents) to provide for academic credit for college-level coursework given by noncollegiate organizations. The evaluation system for selecting and reviewing courses and making credit recommendations…

The Measurement and Evaluation Center coordinates credit by examination at the University of Texas at Austin. Credit earned by examination is equivalent to credit earned by taking the course, but cannot be counted as credit earned in residence. To receive credit by examination, the student must also meet all other conditions of eligibility…

The relationship between course loads of students and their grade point average (GPA) was studied at the Makkah Campus of Umm Al-Qura University, Saudi Arabia. Students from all six departments of the college of Shariah whose course loads were between 13 and 18 credit hours were studied and compared with students from the combined departments of…

The variance in earned credit rates in an urban community college system was examined. An ANOVA design was employed to estimate the effects of four variables: college, department, course, and teacher. The results of the analysis indicate significant effects on earned credit rates due to college, department, and teacher. (Author/MLW)

The procedures for producing a report on departmental service to nonmajors are described in detail. The objective was to provide information for decision-making needs without reliance on the standardized pre-packaged models. An alternative to the Induced Course Load Matrix (ICLM) of the Resource Requirements Prediction Model (RRPM) package of the…

Information on cooperative education programs gathered by survey is presented. Listed are 992 programs operational with 459 junior-college programs and 533 four-year-college programs. In addition to listing the colleges and universities with such programs, six categories of information about the institution and the program are provided if known.…

In 1992, a national survey was conducted to determine the percentage of the community college curriculum devoted to the non-liberal arts, to develop a taxonomy of non-liberal arts subject areas, and to ascertain the percentage of these courses which were transferable to research universities and comprehensive colleges and universities in five…

Curriculum, in its most common meaning, is a set of requirements that constitute an academic program. This study is concerned with what has been happening to undergraduate education in the United States in terms of curriculum. Phase I of the study examines degree requirements in 1967 and 1974 with regard to the specified minimum number of credit…

A summary of a conference sponsored by the University of the State of New York to disseminate the results of the 1976-77 follow-up study of the Program on Noncollegiate Sponsored Instruction is presented. Representatives from 10 states and various higher education associations were present. The conference focused on the following topics: (1) the…