Shifting gears in the classroom—movement toward personalized learning and competency‐based education

The 21st century workforce must be able to address dynamic situations, think critically, and solve problems by accessing and analyzing information (Wagner, 2011). In response to employer requirements for skilled students, administrators at 4-year colleges have designed nontraditional approaches to learning which included CBE and PL-based learning (Williams, Moser, Youngblood, & Singer, 2015). Colleges and universities continue to make adjustments in the curriculum to satisfy employer expectations. New graduates are expected to demonstrate mastery of general education competencies such as reading, writing, and critical thinking as well as industry-specific competencies and skills (Williams, Matt, & O'Reilly, 2014). CBE programs allow graduates to gain knowledge and skills necessary for placement and overall success within the workforce. Scholars argue that education should be challenging, complex, and creative (Nenty & Odili, 2012). Degree-based CBE programs, like traditional degree programs, are subject to regulations, politics, and scrutiny from educators favoring a traditional approach to measuring success in learning. The purpose of this article is to provide a survey of existing literature and to highlight the growing body of research that focuses on nontraditional approaches to learning founded in personalized learning and competency-based education. A review of current literature includes the historical markers for CBE, best practices, and case examples from not-for-profit universities. Administrators, instructional designers, and instructors may find insights into the merits of relying on CBE and proven approaches to designing CBE. The credit hour indicates how long people have spent time in a classroom–not necessarily what they have learned (Young E., 2015; Young J., 2015). Competency-based learning awards credit based on student learning, not time spent in the classroom. Although competency-based learning does not have one standard definition, scholars have worked toward creating a common description. Torres, Brett, and Cox (2015) found two shared themes within competency-based learning programs: students earn credit or graduate after proving mastery of all competency requirements, and multiple assessments measure and determine mastery. McClarty, Gaertner, & American Enterprise Institute for Public Policy Research (AEI) (2015) supported the common design noting competency-based learning paints a clear picture of what graduates know, and allows for mapping of real-world mastery (McClarty et al., 2015). Traditional models to measure success in higher education focused on a finite number of, “Independent, discrete institutions that independently develop programs and courses, taught material, graded students, and awarded degrees” (Boilard, 2011, p. 59). At the close of World War II, prior learning assessments were developed to leverage learning and to provide nontraditional students with opportunities to apply their skill sets and understanding of materials in a graded assessment (Travers, 2012). The CLEP, College-Level Examinations Program, was formed in 1967 as colleges and universities attempted to address the unique learning opportunities for nontraditional students. The CLEP exams allowed administrators and educators to evaluate military service members’ college-level learning as applied in real-world scenarios (Travers, 2012). Personalized learning assessments take account of, “Instruction that is differentiated and paced to the needs of the learner and shaped by the learning preferences and interests of the learner” (Taylor & Gebre, 2016). Personalized learning highlights self-direction in learning, making personal competencies of particular importance to the success of a student. Competency-based education (CBE) supports personalized learning programs by focusing on student progression through academic work toward mastery of defined competencies. CBE programs focus on student mastery of the materials regardless of time, method, place, or pace of learning (U.S. Department of Education, n.d.). Colleges and universities began to acknowledge and to embrace that learning taking place outside of the traditional classroom was legitimate, and experiences of these learners could be evaluated for college credit (Chickering & Gamson, 1999). In the early 1970s, the American Council on Education's Credit Recommendation Service (CREDIT) began to make credit recommendations for workplace and other training facilities (Kamenetz, 2011). Scholars and administration continue to debate both the merits of standardized exams to evaluate learning and whether an individual could gain and illustrate college-level knowledge without attending formal courses (Gamson, 1991). Colleges and universities nationwide continue to focus on defining learning outcomes and improving assessment instruments for CBEs and PLs (Boilard, 2011). Education leaders have made strides learning about CBE programs. Administrators assented to changes in educational program designs to include a focus on knowledge gained and measuring outcomes rather than tracking the time spent in traditional classrooms (McClarty et al., 2015). Prior learning assessments allow students to use work experience, online content and other nontraditional sources to develop the skills and knowledge that, once demonstrated may count toward discrete components of a college degree program (Boilard, 2011). Researchers noted concerns about the methods used for assessment in learning in prior learning assessment programs (Boilard, 2011). Specifically, scholars question the method of assessing learning without a formal test, as assessing informal learning does not fit with any predefined curriculum or tests (Torres et al., 2015). In response to concerns about measuring skills and knowledge in a prior learning assessment, administrators and curriculum teams began to create a course-match system to assess learning against preset outcomes from existing curriculum (Travers, 2012). Like prior learning assessments, competency-based assessments must include evidence to demonstrate student assessment of knowledge and skills associated with specified competencies (McClarty et al., 2015). Competency-based learning addresses the topics within one set of data, instead of the entire system. In an exercise of reviewing curriculum in the classroom Knowles (1980) noted that students who reviewed objectives and then rewrote in their own words were able to better understand and clarify the curriculum goals. Self-directed learning enables students to navigate learning by identifying individual education needs and goals (Monroe, 2016). CBE requires an emphasis on time and efficiency. CBE programs create a focus on student self-awareness and development of skill sets that are relevant to the field. CBE program design incorporates “problem-solving, study and reflection skills, the use of tacit knowledge; and a better understanding of the roles of faculty and mentors” (Travers, 2012, p. 45). Williams et al. (2015) described this shift for faculty under the competency-based model from that of “a sage on the stage” to a “guide on the side.” Boilard argued that the student-centered approach of the PL is more robust than a traditional learning system as it, “focuses on whether what needed to be learned was, in fact, learned” (2011, p. 57). In addition to changes in colleges and universities, paradigm shifts are noticed for learning and measuring skills in professional development courses. Leaders in the training industry have transitioned learning from traditional blocks of full days or weeks of training to smaller chunks of time. Micro-e-learning, for example, offers education seminars in smaller 4-5 minute learning sessions (Hurst, 2013). CBE and PL programs allow for student advancement based on mastery as opposed to a traditional progression of learning based in terms of credit hour or time spent in a classroom (Freeland, 2014). There is a transition in the way learners are accessing information. While traditional students may rely solely on learning from a brick and mortar institution, learners in the 21st century may seek out opportunities for education via you-tube sessions, lunch and learn training, case study review, and web-based learning tools (Detlor, Booker, Serenko, & Julien, 2012). Instead of waiting for information to be delivered Vis-a-vis traditional learning, students may search out data on the Internet or join a free Massive Open Online Course offered by colleges and universities across the globe (MOOC, 2015). While employers want to hire the best possible candidates for their respective positions—the question remains whether or not CBE is the best way to measure a student's skills and viability in the marketplace. The adult learner has a multitude of choices for continuing education. When selecting a degree program or institution, adult learners may consider time to complete, cost and accessibility of the program. “The relationship between cost, access and quality is tight and significant within the mission and the goals of institutions and governments worldwide, and is frequently referred to as the ‘iron triangle’.” (Porto, 2013) The Center for Law and Social Policy (2015) reported a shift from the traditional learner (ages 18–25) to a more nontraditional learner (ages 25 and up). Forty percent of undergraduate students are over 25 years of age, 39% of adult learners are employed part time, and 27% reported working full time (McClarty et al., 2015). Statistics informed, “A quarter of undergraduate students are parents, and half of those are single parents” (Center for Law and Social Policy, 2015, p.2). Working, balancing a course load, family and school can create multiple hurdles for adult learners. The benefit of an education, specifically the return on investment, represents a key factor in student selection of his or her college. Adult learners may choose a CBE program as a means to address the personal goals or time and efficiency requirements for completing a degree program. Further, CBE programs may provide working adults with the opportunity to earn credit for their knowledge, allowing students to pass quickly through course materials once lesson mastery is demonstrated (McClarty et al., 2015). Proponents of CBE maintain that time in the classroom may not indicate learning in the classroom (Freeland, 2014). Traditional lecture-based courses, for example, may include activities that take up time, but may not connect the student to the materials. Supporters of CBE argued the benefit of training learners on certain skill sets that will prove useful in the workplace. “Competency-based education confirms mastery of degree-specific competencies using formative, summative and authentic measures resulting in pass/fail performance reporting, instead of a grade-for-credit scale” (Williams et al., 2015, p. 52). Student learners can only move on to the next lesson once mastery has been gained. By means of example, completing a competency-based course in Accounting may require students to complete course work, an exam and then processing actual returns to demonstrate mastery of competencies. Employers actively recruiting new graduates may seek new hires who can demonstrate mastery in a certain skill set. To maintain a viable relationship as a partner to industry, the higher education institutions must make systemic and relevant changes to instruction and workforce preparation methods (Williams et al., 2015). The CBE model design endorses relationship building between universities and employers to ensure that graduates are able to adjust to changes in corporate policies, business relations, and adoption of new technologies and procedures. To meet the demands and changing needs of employers, educators and administration may collaborate with local, regional, and international industry leaders to “Graduate professionals that are tailored to the business/world industry” (Garfolo & L'Huillier, 2016; p. 5). Industry partnerships for colleges and for CBE programs may also help to promote student employment upon graduation (Nodin & Johnstone, 2015). Partnerships help to position colleges and universities as premier educational partners in global market (Williams et al., 2015). Sinclair Community College, for example, employed industry subject-matter experts to develop and align respective program competencies to prepare graduates for job opportunities (Nodin & Johnstone, 2015). Likewise, Austin Community College successfully developed a CBE model that utilized industry-related partnerships to design a program allowing for successful recruitment of students and post-graduation student placement in industry-specific jobs (Nodin & Johnstone, 2015). Educating and graduating students is just part of the CBE program process—the end goal would also include ensuring gainful employment for these graduates. Williams et al. (2015) explained the importance of fostering, “candidate feeder relationships with college and universities” (p. 2). Candidate-feeder relationship creates a win-win scenario allowing for educational partners who produce graduates with the skills and knowledge to meet industry demand (Williams et al., 2015). Garfolo and L'Huillier (2016) recognized that the long-term viability credibility of the CBE degree is connected to the business community's acceptance of that degree (p. 9). Leaders in the Accelerated Programmer Training (APT) at Austin Community College acknowledged the value of reaching out to and partnering with industry leaders for graduate job-placement (Nodin & Johnstone, 2015). To establish industry partnerships, Austin Community College's APT team provided industry leaders a list of competencies that graduates would achieve upon completion of their CBE program. By 2015, one hundred interested companies agreed to post the company logo as well as job openings on the Austin Community College Website (Nodin & Johnstone, 2015). Requiring competency-based skill sets such as exercises that allow students to demonstrate their prowess with creating, manipulating and evaluating documents could prove useful in our workforce. Radhakrishnan, Balachandran, Venkatesaperumal, and D'Souza (2013) reported benefits of learning new skills in a safe environment. “Simulation, when used as a learning strategy in theory courses, has generally resulted in increases in theory examination scores of 2.5% or greater” (Radhakrishnan et al., 2013, p. 253). At Excelsior College, nursing students are expected to, “…demonstrate theoretical learning and clinical competence” (McCarty & Gaertner, 2015). The nursing industry has consistently demonstrated the need for new nurses to benefit from hands-on training. Students enrolled in the CBE nursing program at Excelsior must perform on-the-job tasks at the same level to nurses who have similar work and educational background. Administrators, instructional designers, and instructors find merits of relying on CBE programs to include higher retention rates, incorporation of technology, and the ability to adjust or adapt curriculum to address the needs of the workforce (Garrick, Villasmil, Dell, & Hart, 2013). Williams et al., 2015 advised for administrators to establish and maintain viable relationships as industry partners, higher education institutions must adapt teaching practices and generate relevant changes in instruction methods to best prepare new graduates for the workforce. For CBE and PL instruction, faculty and course designers may rely on teaching formats to include blended learning, hybrid models, and the flipped classroom (Freeland, 2014). Instructors can author lectures and curriculum for online CBE programs or administrators may instead incorporate tested online reading tools or textbook-linked quiz material to provide personalized instruction based on individual student learning and progression. Relying on auto-grading systems or online grading platforms will provide immediate feedback for students, instructors, and administrators on degree progress (Garrick et al., 2013). A discussion of CBE must include mention of regulation and politics this method of education. Traditional methods of be applied to these new (CBE) The Education Department position with that the CBE education system is and does not meet the Department of Education's for a and significant relationship between faculty and of CBE question the ability of learners to general education skills such as critical thinking over a of time (McClarty et al., 2015). that academic credit for work outside of the classroom would academic knowledge and academic and that CBE does not necessarily apply to all degree programs & 2013, (2013) the with higher education in the is not graduating those students. et al. (2015) reported that competency-based learning may be a for improving graduation rates, and for ensuring graduates the skills and knowledge for their respective administrators may rely on PL or CBE programs to and international students. to PLs and CBE learning programs allow for and of skills, and learning. student learning and knowledge to and outcomes will provide nontraditional students with immediate feedback on degree that may to higher retention (Garrick et al., 2013). The question is how leaders create a relationship between the and the of the higher education (Boilard, 2011). viability of CBE programs can be to methods used to assess learning. should be and a set of based on multiple sources of evidence to learning should be (McClarty et al., 2015). The credibility of learning assessments requires a clear between the objectives to be tasks and the competencies. et al. (2015) shared for creating courses, and assessments within CBE programs. key for success included defining all between skills and the allowing for of student and performance on competencies with other measures of like and the relationship between assessment scores and Online such as or allow administrators to student progress information n.d.). and may provide opportunities for students to competencies for which mastery was not demonstrated (Freeland, 2014). The learning for course to learning and course a PL for example, course may goals Course or goals to assessments and is in the The includes a selection of tools for tracking and measuring student across course and course competencies n.d.). education administrators and faculty need to understand the of new technologies in the their with skill sets and competency mastery that apply in the workforce (Williams et al., 2014). Instructors and course tools such as or for learning and development in the classroom. CBE and course must in information and materials to student learning. practices the CBE and PL assessment models may also provide the use of blended learning, hybrid models, and the flipped classroom (Freeland, 2014). Online reading tools and quiz material based on reading may provide personalized instruction based on student learning and progression in the classroom. and continue to develop materials in the online classroom with tools such as online student focused learning via reading and that students to and & 2013). that include reading allow students to navigate through the reading materials and about the subject the Students who demonstrate mastery of quiz may through the materials. such as reading can be included in a student assessment to determine and post course learning. the use of that is may be for student (2015) found that the use of a resulted in students who were better and were more in the classroom. and (2015) found that training system a on students and learning for students. technologies may also be into the CBE and PL curriculum to students with an of to use for workforce and The personalized learning model requires students to on personal and professional roles as well as the in which they continue to focus on improving skill sets & 2013). The is using an scenario program 2014). program scenarios for nursing students 2014). and (2015) found that students to develop and skills as well as their and technologies allow students to gain and in working with through the degree program. online competency-based learning degree programs in 2013). Students to Personalized program may choose from and earn as as the student can complete within a from to the PL team at for courses to learning outcomes and the competencies for competencies were the team relying on the students could a a and upon successful completion of the the student could move on to complete the mastery or mastery a student the has the opportunity to move through the course materials and the when The move on when design is with adult learners who may have years of industry and knowledge that can be via competency By instruction to address the skill set and knowledge of both blended and online learning platforms may to student and Boilard that programs that CBEs and PLs assessment and to as to how students best meet the skills and knowledge for their respective field. the use of PLs and CBEs allow students to focus on their own learning and retention and may the for & 2013, p. The purpose of this article was to provide a survey of existing literature and to the growing body of research that focuses on competency-based education (CBE) and personalized learning programs. century employers to who have demonstrated mastery of competencies in the and who are to perform the skills and tasks necessary in the workplace. By a competency-based learning approach that measures student skills and mastery of colleges and universities may address the needs of our 21st century workforce (Wagner, 2011). A review of current literature highlights the merits for relying on CBE. CBE programs include tools which allow for immediate access of information about student progress within a and use of competency-based education (CBE) and personalized learning programs in higher requires a shift in of what a paradigm to a free of time practices for CBE design continue to be developed as progress through CBE degree programs. for research into programs should focus on program competency education regulations, and best began teaching at in as an at to business and courses. and students in the online classroom. is a of the the of and has on the review for the of in a of in from a of from the of and a of from the of Social provided the opportunity to gain professional and academic to within a company in the in a of in from a of in from a of from and a in from is an faculty at and College, to and courses. goal in the online classroom is to promote learning, and in the online classroom.