Achieving flexible learning through recognition of prior learning practice: a case‐study lament of the Canadian academy

Abstract

Although the recognition of learners' experiential learning toward postsecondary credentials holds the promise of increased flexibility and opportunity for many, especially in the current climate of labour shortage, Canadian universities have been slow to adopt recognition of prior learning (RPL) systems. This case study of one Canadian institution showcases its RPL practice against the framework of the challenges that face RPL in traditional academic settings; and presents some of the lessons learned by Canada's foremost open and distance institution's RPL practice.