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What is Articulation

Chapter 5
Global Adaptations of Community College Infrastructure
The process by which a university matches its courses or requirements to coursework completed at another institution. Students use course articulation to assure that courses they have previously completed will not have to be repeated at the institution to which they wish to transfer.
Published in Chapter:
Diploma Pathway Programs: The Offerings of an Australian Pre-University Institute
Donna M. Velliaris (Independent Researcher, Singapore)
Copyright: © 2019 |Pages: 21
DOI: 10.4018/978-1-5225-5861-3.ch005
Abstract
As a second chance for prospective students who do not meet initial Australian Higher Education (HE) entrance requirements, “pathway” providers attract (international) students early in their tertiary lifecycle to secure their destination. The pathway model that evolved in the 1980s-90s was developed to address the issue of attrition. This innovative model tailored a learning solution that enhanced student transition (i.e., cultural and social integration and academic support). Increasingly, “pathway” institutions offer valuable partnerships for the Australian HE sector, and it is beneficial to conduct research into this division to strengthen and improve the overall teaching and learning experience. There appears to be scant literature on pre-university pathway offerings within and beyond Australia; thus, the contents of this chapter explicates three diploma programs delivered at one particular institute during the period 2013-2015 in Australia.
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Chapter 1
What Is Cheating?: Definitions by International Pre-University Pathway Students
The process by which a university matches its courses or requirements to coursework completed at another HEI e.g., EIBT. Students use course articulation to assure that courses they have previously completed will not have to be repeated at the HEI to which they wish to transfer.
Published in Chapter: What Is Cheating?: Definitions by International Pre-University Pathway Students; From: Handbook of Research on Academic Misconduct in Higher Education
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Chapter 41
Cognitive Apprenticeship and Writing in Distance and Online Learning
(in cognitive apprenticeship) verbalizing the results of one’s reflective acts.
Published in Chapter: Cognitive Apprenticeship and Writing in Distance and Online Learning; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 5
Exploring and Enhancing Support for Advanced Entry Students Transitioning Into Higher Education
A student gaining entry into the second year of an undergraduate degree with a Higher National Certificate (HNC) gained at college, or into third year with a Higher National Diploma (HND) gained at college.
Published in Chapter: Exploring and Enhancing Support for Advanced Entry Students Transitioning Into Higher Education; From: Perspectives on Enhancing Student Transition Into Higher Education and Beyond
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Chapter 10
Case Study Analysis of a Consultative Service Delivery Model With Students With Speech or Language Impairments
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Chapter 326
Use of Cognitive Apprenticeship Framework in Online Learning
Articulation is the methods for requiring learners to explain and think about what they are doing, making their tacit knowledge explicit. Through this process, learners are able to consolidate what they have learned.
Published in Chapter: Use of Cognitive Apprenticeship Framework in Online Learning; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 18
Potato, Pot-Ar-To. Tomato, Tom-Ar-To: Is Teacher Quality and Teaching Quality the Same?
This is the process by which a university matches its courses or requirements to coursework completed at another institution e.g., EIBT. Students use course articulation to assure that courses they have previously completed will not have to be repeated at the institution to which they wish to transfer.
Published in Chapter: Potato, Pot-Ar-To. Tomato, Tom-Ar-To: Is Teacher Quality and Teaching Quality the Same?; From: Handbook of Research on Teacher Education and Professional Development
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Chapter 2
Culturally Responsive Pathway Pedagogues: Respecting the Intricacies of Student Diversity in the Classroom
This is the process by which a university matches its courses or requirements to coursework completed at another institution e.g., EIBT. Students use course articulation to assure that courses they have previously completed will not have to be repeated at the institution to which they wish to transfer.
Published in Chapter: Culturally Responsive Pathway Pedagogues: Respecting the Intricacies of Student Diversity in the Classroom; From: Handbook of Research on Effective Communication in Culturally Diverse Classrooms
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