ABSTRACT
This chapter has focuses on experiences at Oxford Brookes University modules with similarities to independent study modules for giving academic credit. It is for extracurricular activities have advanced opposition from teaching staff arguments: that the extracurricular activities provide learning opportunities, the pressures of the modular course and financial hardship discourage involvement in extracurricular activities by students, and that the areas identified are particularly worthy of support for benefit of university. The Higher Education Council (HEFC) have made quality should be measured in terms of the totality of the student learning experience. The support has been increased to emphasize that credit is not for the experience but for the reflection and the assessment of the learning. It is believed that it will make little difference to the types of students attracted to these areas, to be reviewed after the university has learned from the experience of accrediting this activity, elsewhere are a significant way in which modular courses can aid student capability.
