Learning would be assessed not by proctored examinations but by a demonstration of knowledge and skill improvement over time. The administrative burden would be minimal if students were allowed one year for course completion and if official enrollment occurred during the semester of projected completion. The content of Living With Health is easily adapted to a nonlinear organizational design. In this foundation lesson, learners are introduced to the process of goal setting and goal achievement. Through the use of the integrated course materials, students assess their current health status, identify lifestyle choices, and begin to develop strategies to achieve personal wellness goals.
Students glean ideas from the textbook, the study guide, and the videos.
Course projects are generated from newly acquired knowledge and anchored in real-world situations. Many of the students in Living With Health , however, were ill prepared to assume an active role and personal responsibility for their learning process. They had to be taught and given time to practice and develop the skills necessary to be self-directed learners. These skills include the ability to communicate effectively, solve problems, research information, use technology, and work collaboratively and cooperatively. Interestingly, these competencies are congruent with requisite skills for successful transition to the workplace.