Exploring the Relationship of Mentoring to Learning in RPL Practice

Authors

  • Dianne Conrad Athabasca University
  • Elenor Wardrop

DOI:

https://doi.org/10.56105/cjsae.v23i1.25

Abstract

Through RPL's process of intensive reflection, learners come to understand the nature of their past learning. In so doing, new knowledge - knowledge about their own learning histories and learning styles - is created. This is not an easy task, and mentoring is important to learners as they engage with and learn to take ownership of their own learning. This study, informed by the central research question - how best can mentoring be enacted in order to foster and elicit the high-level cognitive activity required for successful RPL? - gathered data from learners and mentors from four Canadian institutions . Major findings include
the importance of learners' "finding their voices" - academically, linguistically, and emotionally. Learners' empowerment emerged as a major theme as did the inability of both learners and mentors to speak fluently about their own learning process.

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Published

2024-07-19

How to Cite

Conrad, D., & Wardrop, E. (2024). Exploring the Relationship of Mentoring to Learning in RPL Practice. Canadian Journal for the Study of Adult Education, 23(1), 1–22. https://doi.org/10.56105/cjsae.v23i1.25

Issue

Vol. 23 No. 1 (2010): Canadian Adult Education: Neither Dying Nor Dead

Section

Articles

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