Mature Students Research Articles

A Study on Self-directed Learning Experiences of Mature Students in Liberal Arts Courses at University

The purpose of this paper is to study the self-directed learning experiences of mature students in liberal arts courses at universities. In this study, the above mentioned experiences were analyzed through focus group interviews, as a qualitative research method, targeting five mature students enrolled a B liberal arts course at university. The results of this study are as follows. First, at the time of entering university, the research showed that mature students attempted learning at university with high school friends, attempted learning at university immediately after completing high school courses, attempted learning at university as a driving force for life, and attempted learning at university for the purpose of acquiring qualifications. Second, at the time of their application for liberal arts courses, the mature students chose liberal arts courses based on the department's collective timetable and the liberal arts policy in relation to the distance education provided by the university. Third, during the liberal arts courses, the mature students learned with classmates through competition and cooperation, through effort of repetition, through joyful participation, and through empathy understanding. Fourth, at the time of evaluation of liberal arts courses, the mature students grew through a belief in themselves, through the realization of the value of learning, and through their sastifactions with life as it pertained to their communication with their families. Fifth, in the preparation period for the next semester of university, the mature students challenged themselves by auditing other university classes and by engaging in extracurricular activities. The suggestions based on the results of this study are as follows. First, it is necessary to overcome the restrictiveness and rigidity of the existing university liberal arts courses by linking them with lifelong education. Second, it is necessary to provide continuous learning opportunities for mature students through advanced programs and in-depth programs in liberal arts courses. Third, it is necessary to promote learning motivation for mature students by strengthening the relevance of university courses with the real lives of their learners, as well by strengthening the interactions of students in liberal arts courses. Fourth, it is necessary to build a learning environment in which mature students can learn autonomously.

How a learning skills course addressed transition, diversity and inclusion, and a sense of belonging for mature students seeking entrance to university: reflections of a Canadian learning specialist

Universities across Canada offer bridging programmes for mature students who would not otherwise have access to post-secondary education. The College of Arts at the University of Guelph developed their Academic Transition Program to support these students, with the cornerstone of the programme being a learning skills course, launched in Autumn 2022, that students must complete in order to be accepted into an undergraduate programme. In the Canadian context, it is unusual for a learning specialist to act as course developer for the creation of an undergraduate credit course. This presentation shares a reflection on the theories that underpinned the course creation, most notably Kolb’s (1984) theory on experiential learning, Baxter-Magolda’s (1999) theory of self authorship, and the learning gained after wearing many hats – learning specialist, course developer, and sessional instructor. The presentation explored: The tripartite arrangement developed to create the course. Ways in which the course addressed students’ transition to university. Considerations around diversity and inclusion. How the coursework supported a sense of belonging. Feedback from the students’ experience of the course. What was learned when the course was made available to traditional undergraduate students from first through fourth year. How this course intersects with the Canadian model of learning support. Sharing examples of course content, including weekly reflection questions. Lessons learned and plans for the future of the course, including alternative formats. Making learning strategies explicit can support mature students’ level of success in higher education (Erb & Drysdale, 2017). This course combined theoretical and practical learning skill applications and opportunities to develop a sense of belonging for a diverse cohort of mature students.

“You’re a Mature Student and You’re a Tiny, Tiny Little Fish in a Big Massive Pond of Students”: A Thematic Analysis Investigating the Institutional Support Needs of Partnered Mature Students in Postsecondary Study

Mature students in postsecondary education—those over 25 years of age, also known as nontraditional students or adult learners—make up a significant minority population on Canadian postsecondary campuses. Despite academic performance that tends to be higher than that of traditional students, the retention of mature students is lower due to the stressors they face in their home and school roles. This paper examines the insights of mature students and their intimate partners on how higher education institutions can provide better supports to make postsecondary programs and campuses more accessible to adult learners and enable their success. A sample of 25 mature postsecondary students enrolled in Canadian higher education institutions and their partners participated in dyadic interviews that explored the connections between their relationship and school experiences. A data-driven, inductive thematic analysis of the transcribed interviews found three themes that focused on the institutional support needs of partnered mature students, highlighting the need to (1) increase institutional knowledge and awareness of mature students’ needs, (2) offer flexible study options to complete courses and program requirements, and (3) provide relevant supports and programs. Mature students felt marginalized at their institutions related to the programs, instructors, staff, resources, and supports that are strongly focused on traditional-aged and circumstanced students. Recommendations are provided for higher education institutions to provide resources and supports that meet mature students’ unique needs to both access and be successful in their pursuit of postsecondary education.

Facilitating Lifelong Learning for Mature Part-time Students: Findings from South Africa and Norway

When the COVID-19 pandemic spread, governments worldwide ordered most of the population to stay at home. From one day to the other all lecturing in higher education institutions (HEIs) had to be online. For many this resulted in solitude and isolation, something that in turn ad an effect on students’ well-being and academic achievements. The situation was somewhat different for mature part-time students (MPTS). They had struggled with being able to attend classes (at a campus), sometimes feeling alienated and left “on their own”. During the pandemic, they were able to attend more lectures as they were offered online. After the pandemic, most courses were offered as a hybrid version; they could return to campus or follow the courses online. Some students returned to campus, but not as many as one hoped. Hence, the student well-being and the academic achievements did not improve as much as hoped and expected. There have been several discourses regarding “forcing” students back to campus in order to improve the students’ situation and to regain the personal contact with the students. However, for one growing group of students, the MPTS’, the hybridity is what has brought them closer to the campus. For these students, the academic achievements have not deteriorated nor their well-being. In fact, investigations show that the hybrid education enables a life-long education situation. In this paper we present investigations from two universities from two very different parts of the world; The Inland Norway University of Applied Sciences, Norway and Nelson Mandela University, South Africa. Our joint research has focussed on looking at how hybridity can be adapted in order to better facilitate for the MPTS to maintain in a life-ling learning situation supporting academic success and ensuring retention, as this group is now no longer in a home office, but back in a work-life.

Drop-out among ODL learners: A case study at the Open University of Mauritius

Dropout is a global and complex phenomenon affecting all universities. This study aimed at investigating the intrinsic and extrinsic factors causing dropout at the Open University of Mauritius (OU). Secondary data about 1885 learners were collected for five intakes and three levels of study - foundation, undergraduate and Master courses. The dropout rates were 46.08%, 39.14% and 17.31% respectively, showing that those with previous tertiary education were less likely to drop out of studies. Analysis of data from 96 completed questionnaires revealed that female learners were more persistent in their studies while mature students were less likely to drop out from university. Personal and career-related issues were the major causes leading to attrition at OU. Sub causes included wrong choice in programmes, inadequate tutorial support and lack of employer’s support. Corrective actions suggested include providing counselling sessions before registration and during studies, implementing strategies to help students develop time management skills, developing courses in line with industry requirements and improving tutor’s support. The low attrition rate at OU is probably because most of its learners are working adults who are able to shoulder learning with greater responsibility. This is also because OU has maximised on technology to reach out to learners, hence mitigating isolation.

Language, self-esteem, and academic achievement: mature students’ emotionally incited stories

Through empirical evidence we have found that female students reflect their emotions through the language they use. This paper examines responses of 24 adult female students in higher education on Early Childhood Studies (ECS) programmes. It draws on qualitative interview data from a recent research project and interactions in meetings. The aim of the research was to determine the views of students on perceived benefits of higher education to their early childhood, education, and care (ECEC) practice in a sector that is notoriously low paid and carries low status. The research was undertaken in a further education (FE) college on the Isle of Wight in England to establish the impact of HE in childhood studies. What started as research into early years policy morphed into a very unexpected and emotional response. The language used also revealed the insecurities and lack of confidence of this student group as they embarked on, and during their time as students in HE. Our experience as professionals working in higher education, is that adult female students can express their levels ambition (or lack of) through their language, especially where they feel they do not really belong in higher education, and where their prospects of success are tempered by their view of themselves and their perceived ability. / Key words: Isle of Wight, higher education, language, cultural capital, self-esteem, achievement.

Survive and thrive as a mature student

Survive and thrive as a mature student

Improving the reading proficiency of mature students through a task-based language teaching approach

Background: Mature age admission at universities is increasing rapidly all over the world and Ghanaian universities, both private and public, are no exception. The language proficiency of the admitted mature students, especially in reading, is often low, which affects their comprehension abilities and academic work.Objectives: The purpose of the study was to evaluate the effectiveness of a task-based language teaching approach to improve the reading proficiency of mature students.Method: An intervention using a designed instructional model was undertaken with a group of mature students. Control groups were included and instructed through the traditional mode. The study used a convergent parallel mixed-methods design, with pre and post-tests, interviews, and observations. The quantitative data were analysed using t-tests in combination with effect sizes, and the qualitative data were analysed through content analysis.Results: The results showed that the mature students who participated in the intervention obtained higher post-test scores than the control groups. The improvement in their reading proficiency as shown in the test results was statistically significant, with large effect sizes. The qualitative data supported the findings of the quantitative data and provided further insight into the improvement of the experimental group. For example, frequent feedback, an enabling classroom environment, motivation, and collaborative learning were some of the factors that emerged as contributors to the experimental group’s improved post-test results.Contribution: The research has been beneficial in providing an alternative teaching pedagogy for mature students.Conclusion: Based on the findings, recommendations are made for the use of an adapted task-based language teaching approach for improving the reading proficiency of mature age students.

Ripples of Becoming-With: Co-creating a Postdisciplinary Module About Posthumanism

This article provides a diffractive reading of the second-year undergraduate university module on posthumanism that I teach. The module is designed specifically for mature students. I consider the “postdisciplinary” nature of the module, and think through the ways in which the module “becomes” through co-creation with the students. This involves a discussion of Braidotti’s (2019) notion of the posthuman university, Lykke’s (2018) conception of the postdisciplinary, and Barad’s (2007) and Haraway’s (2016) imperatives to (1) think-with, and (2) be response-able within multispecies communities. Using these ideas, I consider the unexpected directions in which the students take the module. I attend to how it changes through their entangled discussions. I share how I designed the module and its assessment and discuss some of the texts and issues we bring into our learning community. Throughout, I advocate for an affirmative approach to social justice in higher education pedagogy that acknowledges the partiality and situatedness of knowledge, recognizes interdependence, and the need for affinity.

Transition Experiences of Mature Students at Ontario Colleges

Drawing on 24 semi-structured interviews, this small-scale qualitative study delves into mature students’ social, academic, and career preparation experiences pursuing college education. Using Schlossberg’s (1989) transition model, the findings reveal that mature students’ overall experience is influenced by their mature status, as they possess greater confidence derived from their previouswork and education experiences and the acquisition of new skills from their programs. However, some mature students perceive the career services offered by the college as being geared toward younger students, often disregarding their previous work experience. Consequently, they find these services less applicable to their needs. The transitioning-in stage for mature students is characterized by initial uncertainty that gradually transforms into a growing sense of confidence, fuelled by their experiences. These experiences motivate mature students to actively contribute to the college community by becoming mentors and assuming a supportive role for younger students during the transition-through stage. The transitioning-out for mature students involves evaluating career options and harbouring some skepticism. Nonetheless, the majority of participants expressed positive experiences and excitement about the new chapters in their lives. This study highlights the significance of tailored support and resources that acknowledge the specific needs and experiences of mature students throughout their college education.

MATURED STUDENTS IN GREEK UNIVERSITY: DIFFICULTIES IN ATTENDING UNIVERSITY AND STRATEGIES TO OVERCOME THEM (A QUALITATIVE APPROACH)

The aim of our study is to highlight the characteristics of mature students who study in person in Greek universities , the difficulties they face and the strategies they use to overcome them. The research was conducted through semi-structured interviews with a sample of 10 students of the Faculty of Social Sciences and Humanities of a regional Greek university and the data were analyzed using Pierre Bourdieu's theoretical framework. The results of the research showed that the characteristics that differentiate mature students from university students of typical age (18 - 22 years old) are related to adulthood. They enroll at university mainly to increase their institutional and symbolic capital, while the obstacles they face are mainly related to their family and professional obligations. They also develop specific strategies to achieve their goals. Finally, the Greek university needs to focus on this particular group of students and formulate a specific policy to contribute to addressing their problems.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0071/a.php" alt="Hit counter" /></p>

Implementasi Profil Pelajar Pancasila Dalam Pembelajaran PAI dan Budi Pekerti Berbasis Merdeka Belajar

Education is an effort to mature students, both mentally and in thinking. Through the learning process, students are directed, guided, fostered, explored, and develop their potential to reach maturity. Therefore, this study aims to see how implementing the Pancasila Student Profile in PAI and Moral learning is based on the “Merdeka Belajar”. This research uses qualitative and descriptive approaches. The data collection techniques used are interviews, observation, and documentation. Test the validity of the data using source triangulation techniques and method triangulation. Data analysis techniques in this study use data reduction, data presentation and conclusion drawing. The results of the research carried out, namely in the application of the Pancasila Student Profile at SD Negeri 03 Bejen Karanganyar, have been maximized because all indicators of the Pancasila Student Profile are met, even though the Global Diversity indicator is obtained through learning Civic Education (Civics) and through the habit of singing the Indonesian national anthem every morning before starting learning. Implementing the Pancasila Student Profile as a manifestation of character education requires all parties, from school principals, teachers, and parents to help.

‘Caring as a Female Concern’: Social Work Students’ Choices within the Boundaries of care

Abstract Australian social work university cohorts are increasingly made up of female, mature-aged students. The Australian Association of Social Workers (AASW) mandates a requirement of 1,000 h of unpaid field education across two placements, with full-time attendance as the norm. There is a growing body of research that suggests students experience financial, social, emotional and psychological stress during lengthy unpaid field placements. Yet little is currently known about the impacts specific to female students who have caring responsibilities at the time of their placement. In response, this initial Honours research conducted by a student with this lived experience explored the experiences of fifteen female social work students who had caring responsibilities at the time of their field placements. The analysis was situated in a feminist paradigm and generated five themes from the student responses, and this article focuses on one theme, ‘caring as a female concern’. The findings suggest that mature aged female students who juggle caring responsibilities, unpaid placement and other life responsibilities are particularly disadvantaged at the time of field placement, to the detriment of their own and their families’ financial, social, emotional, and psychological wellbeing. It calls for urgent changes to the AASW accreditation standards.

NUDGING FOR IMPROVED ACADEMIC PERFORMANCE AND MOTIVATION IN HIGHER LEARNING INSTITUTIONS

Nudges, attempts to influence behaviour without forbidding any options or significantly changing the economic incentives of any options, have been applied to diverse issues such as sustainable consumption, e-commerce, and workplace goal-setting. Academic applications of nudges have grown, and a burgeoning attention on nudge applications in higher education is developing. In this paper, we describe our unique multidisciplinary approach, involving data analytics, qualitative research methods, and the Theory of Planned Behaviour, to developing nudges for improved academic performance and motivation at a non-residential university with a high proportion of part-time and mature students. Our paper focuses on the design and ongoing progress of nudge development. We end by exploring how our approach can serve as a template for other institutes of higher education wanting to develop and deploy nudges for better student outcomes. KEYWORDS: Theory of Planned Behaviour, Nudge, Retention

Menumbuhkan Jiwa Wirausaha Mahasiswa Peserta Pengenalan Kehidupan Kampus bagi Mahasiswa Baru (PKKMB) Sekolah Tinggi Ilmu Administrasi Satya Negara Palembang

PKKBM is a stage in preparing new students to go through the transition process to become mature and independent students, as well as a catalyst in the process of adapting students to a new environment and providing provisions for their success in studying at tertiary institutions, especially at STIA Satya Negara Palembang. The purpose of this service is to instill awareness of the nation, state and state defense, as well as concern for the environment and society, introduce learning systems and the life of the academic community by instilling basic educational values, introducing rights and obligations as students, creating a friendly campus ( inclusive), safe, and healthy and shape the character of students who prioritize attitudes as intellectuals who rely on intelligence and maturity. This service uses a participatory approach using the method of conveying knowledge from resource persons, delivering PKKMB material, observations and interviews from various sources during the Entrepreneurship Bazaar, showcasing the talents of new students in vocal, dance, recitation and martial arts. The results of the dedication show that PKKMB participants know business opportunities, are good at communicating, and are confident in promoting their products during the bazaar.

Distance Learning of Financial Accounting: Mature Undergraduate Students’ Perceptions

This research sought to explore self-reported satisfaction levels of mature students enrolled in the virtual financial accounting course of the first online-only bachelor’s degree in Portugal. While doing so, it attempted to generate understanding of which factors may affect undergraduate mature students’ engagement—herein measured in terms of overall satisfaction—with online learning, particularly, of financial accounting. Thereby, this research addresses several research gaps. First, unlike most recent empirical research, it provides evidence from a post-pandemic period, in 2022. Second, responding to calls for further education research in different contexts, Portugal poses a highly relevant, unexplored research setting since it was only in 2019 that the Portuguese government approved a legal regime to frame distance education at Higher Education Institutions (HEIs). Third, this research focuses on the overlooked, and yet growing, population of adult mature students. The research evidence emerges from 32 valid responses to a structured electronic questionnaire circulated to students at the end of a financial accounting module (in July 2022). Satisfaction rates from students’ own perspectives were derived in terms of (i) overall satisfaction, (ii) learning outcomes, (iii) e-learning process, and (iv) pedagogical practices adopted. The assessment of satisfaction levels was determined through Likert-type items with responses ranging from a minimum score of 1 to the highest score of 5. Data gathered were subject to quantitative analysis: descriptive statistics, Pearson correlations, statistical tests, principal component analysis, and linear regression. High levels of satisfaction with distance education were uncovered. We found that pedagogical practices constitute the dimension that contributed the least (though, still importantly) to overall satisfaction as compared with learning outcomes and e-learning process. The results of this research offer the potential to contribute to the implementation of training offerings of online courses at other Portuguese HEIs as well as abroad.

Investigating mathematics anxiety among mature students in service mathematics courses using the mathematics anxiety scale U.K.

The decision to undertake undergraduate studies as a mature student poses challenges, especially when service mathematics is part of the programme of study, giving rise to mathematics anxiety. Mathematics anxiety comprises negative feelings pertaining to a person’s engagement with mathematics. While much research into mathematics anxiety concentrates on students in second-level and higher education, there has been a paucity of research focusing on mature students learning service mathematics, and particularly in an Irish context. The drive to widen access to undergraduate education means that more and more mature students engage with programmes with obligatory service mathematics courses. The current study employs a quantitative approach to investigate mathematics anxiety among mature students learning service mathematics in Ireland. A survey was administered comprising biographical questions and the Mathematics Anxiety Scale U.K. (MAS-U.K.). The findings demonstrate that mathematics anxiety exists among this cohort, with situations of mathematics evaluation resulting in higher levels of mathematics anxiety. The findings also critique the MAS-U.K. as a method of investigating mathematics anxiety among mature students, and present suggestions for effectively using the scale in future studies.

Learning self-efficacies influence on e-servicescapes: rethinking post-pandemic pedagogy

PurposeThe post-pandemic recognises changes are required; universities need to rethink their e-servicescapes strategies by offering different approaches to enhance students’ learning. This study aims to draw on learning self-efficacy trajectories and propose a conceptual model for exploring the predictive validity of satisfaction. In addition, it explores the mediating role of e-servicescapes and the moderating relationship effect of mature and younger students.Design/methodology/approachLearning self-efficacies is incorporated into the design of the model in an attempt to understand student cognition. The influences of e-servicescape on adopting online preferences and satisfaction are also examined. The model was empirically validated by surveying 266 respondents. Structural equation modelling and multi-group analysis were used to analyse the data.FindingsThe results of this study show learning self-efficacies has no significant influence on satisfaction. Yet, they showed a significant influence on e-servicescapes. E-servicescapes positively influenced satisfaction and preference for adopting online learning. E-servicescapes also had a mediating effect between self-efficacy to complete a course and satisfaction, as well as self-efficacy to interact with instructors and satisfaction. It had a negative suppressed effect on social interaction.Originality/valueThe research makes the following contributions. Firstly, the conceptualised model identifies an association between learning self-efficacies and e-servicescapes, suggesting universities as service providers can maximise the value offerings of their customer assets. Secondly, e-servicescapes demonstrate a full mediating effect between self-efficacies and satisfaction, indicating that if universities are to compete successfully in dynamic markets, they should co-create value in their e-servicescapes domain to increase satisfaction. Thirdly, the study recognises the need for a hybrid system of both face-to-face and online delivery because the multi-group analysis shows mature age preference for online learning is required to make this transformation successful.

The sigma Accessibility Special Interest Group: Resources Update

This article contains a short update on the work of the sigma Accessibility Special Interest Group. We announce the release of resources to assist mathematics tutors and coordinators with the support of mature students and those with dyslexia, dyscalculia and dyspraxia. We provide a brief background to the development of these resources and describe their pilot in two institutions, one in England and the other in Ireland. We close with a description of the next stages of work for the special interest group and a call for additional people to get involved.

A non-traditional student journey

In his first student column for the Journal of Paramedic Practice, mature student, Dan Wyatt, outlines his unconventional journey to becoming a student paramedic, going from lecturer to student, all within the ‘Keele bubble’…