Exploring the Contribution of Mentoring to Knowledge Building in PLAR Practice

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 the inability of both learners and mentors to speak fluently about their own learning process. Data reflecting input from both learners and mentors also reveal the complex nature of the RPL process, mentors' sensitivity to learners' work, learners' extreme dedication and commitment to the process, and their pride of completion.