Nontraditional Adult Learners Research Articles

Non-Traditional Adult Learners After COVID-19: Applying National Standards for Online Teaching in Human Service Education

After the COVID-19 pandemic, the field of higher education increased its attention on quality distance learning for traditional and non-traditional adult learners. While the world saw an increase in online education enrollment as a result of the pandemic, non-traditional adult learners have historically relied on this method of education delivery to support their success in the collegiate setting. As the field of human service education supports the offering of distance learning instruction, it is vital for human service educators to consider the National Standards for Quality Online Teaching when educating adult learners. The authors of this article provide an overview of the needs of non-traditional adult learners post COVID-19; and suggest that the National Standards for Quality Online teaching be considered when delivering human service education in CSHSE accredited classrooms to this population.

Provoking Reflection: A Photovoice Exploration of Non-Traditional Adult Learners’ Challenges in a Jamaican Higher Education Context

The demand for higher education has been increasing in Jamaica as in many other Caribbean countries. Those who respond to such demands, pursuing further studies in higher education, will need to navigate many obligations and challenges. Additionally, some individuals may be First Generation (FG) adult learners and may lack the tacit knowledge and emotional sustenance to help them succeed. Consequently, adult learners pursuing postgraduate studies will need support in understanding themselves as learners and how to succeed. This study reports findings on challenges that non-traditional adult learners in a Jamaican higher education context face in pursuing postgraduate studies. Using the photovoice research method, qualitative data were collected from 10 adult learners through photographed representations of prompts, photovoice focus group discussions, and participants’ reflections. The main findings revealed that the adult learners experienced multiple conflicting emotions as they engaged in their postgraduate programmes of study; experienced challenges balancing their multiple roles and responsibilities, some of which were linked to their status as FG adult learners; and characterised the COVID-19 pandemic as having a dualistic nature, one that exacerbated challenges whilst also offering them opportunities to focus on their studies as well as themselves. The article makes recommendations for supporting these adult learners at the institutional and personal levels as they pursue their studies.

Teaching religion online to nontraditional adult learners

Teaching religion online to nontraditional adult learners

Validation of Strategic Coaching Model for FlexIT-Pro Online-based Competency-based Education Program

Competency-based education (CBE) is a growing movement of higher education institutions to educate non-traditional adult learners. Coaching quality influences CBE's success as coaches share learning responsibility with students. FlexIT-Pro is a modified CBE program. After years of effective coaching, we developed a FITP Strategic Coaching Model and implemented it. This paper will present the Strategic Coaching Model, the assessment of the model, and the modified version of the model.

Examining the Experiences of Adult Learners in Higher Education

In the last decade, there has been a shift of more non-traditional adult learners returning to pursue undergraduate education. Though traditional age students are in the majority, a rising population of adult learners has been steadily increasing. They are typically students who are 25 years and older, attend part-time, work full-time, and tend to juggle family or dependent demands with schoolwork. Studies show that these adult learners are at high-risk for academic underachievement and dropping out. However, educational institutions still operate with the same traditional learning paradigm that they previously used (without acknowledging the wealth of life experiences that adult learners bring), leading us to the question of how adult learners perceive their academic learning experiences. In this study, 171 adult learners (students aged 25 and older at the time of matriculation) at a regional college in Atlanta, participated in an online survey that examined their academic experiences, specifically meaningfulness of coursework, course delivery approaches, and the advantages as well as disadvantages of being an adult learner. Majority were females (83%), and the ethnic breakdown was as follows: White (41%), African American (26%), Hispanic (12%), and 22% reported other. Results of this study indicate that academic institutions need to pay attention to the learning experiences of this burgeoning student population. Understanding their perspectives on their academic experiences hold major implications for long-term meaningful change in academia.

Food Insecurity on College and University Campuses: A Context and Rationale for Solutions

Food Insecurity on College and University Campuses: A Context and Rationale for Solutions

Critical Reflection, Dialogue, and Supervision: Culturally Relevant Teaching and Adult Learners in a Transition to Teaching Program

This project examines the supervisory roles and clinical experiences in a School of Education program that offers multiple pathways to licensure, including the Transition to Teaching (T2T) alternative route to certification program. Through our reflective supervisory and instructional experiences within this program, we explore the unique challenges in supervising non-traditional adult learners entering into teaching after experience in various professional disciplines. We use a Critical Whiteness Studies lens to create a composite narrative of these experiences as an approach to 1) better understand adult learner dispositions; 2) contribute to research pertaining to the field of educational supervision and clinical experiences in an the under-researched area of alternative certification programs; and 3) provide field-based social justice-oriented practices grounded in critical reflection, discussion, and praxis for supervisors who work with adult learners in urban elementary contexts.

A Trioethnography of Organic Mentoring in the Doctoral Process

ABSTRACT As three academic researchers resisting the existing recognition order through generative, non-instrumentalizing relationships, we represent a substantive move away from the prevailing developmental model of doctoral student preparation. We highlight the struggle against misrecognition in the academy. Drawing on duoethnographic methods, we explore the nature of doctoral study and effective approaches to mentoring doctoral students as future researchers and university faculty. We contribute to the literature on mentoring non-traditional adult learners in higher education by defining organic mentoring as non-instrumental, relational, and collaborative. Additionally, we extend the use of duoethnography to trioethnography by involving three researchers in dialogic storytelling to illuminate overlapping experiences from different angles. Lastly, we further develop the use of Axel Honneth’s recognition theory by linking it to adult mentoring in doctoral study.

Leaning online education during COVID-19 pandemic – attitudes and perceptions of non-traditional adult learners

PurposeThe purpose of this paper is two-fold: to describe how Lean methodology can be used, during the COVID-19 pandemic, to enhance the learning experience for non-traditional adult learners (NALs) and to explore attitudes and perceptions of students toward the integration of Lean methodology in online classes.Design/methodology/approachQualitative semi-structured interviews were used to collect data for the study. NALs were invited to participate in 60–75 min semi-structured interviews. These interviews allowed researchers to gain an in-depth understanding of a participant’s experience. A six-step thematic analysis framework was used to conduct the data analysis.FindingsThis paper presents a Lean model that can be implemented in an online medium of instruction. The core concepts of Lean methodology: jidoka, just-in-time, customer-centered approach, team involvement and standardization and how these can be used in online learning have been described in-depth. In total, 40 students participated in the semi-structured interviews. Four themes emerged from the data analysis: work-life balance; lack of standardization; learning online classes and connection to the workplace.Practical implicationsThese findings could help academic institutions, instructors and course designers as they work on implementing new teaching and learning strategies for NALs.Originality/valueThere is extremely limited evidence on the usage of Lean methods for NALs in a public health crisis. As academic institutions move to the online medium of instruction to contain public health problems, this project can provide important practical tips to instructors.

Effective Practices in Facilitating Non-Traditional Adult Learners' Dissertation Writing in an Online Doctoral Program

To address the challenges nontraditional adult doctoral learners face in completing dissertations online, we reflect on the effective practices utilized in an online doctoral-level educational leadership program at a public university in the United States. This paper focused on two major topics: 1) how to prepare students to write a dissertation through coursework based on the Competency-based Education (CBE) theory; and 2) how to build relationships between mentors and students writing dissertations based on the Community of Inquiry (CoI) framework. The theoretically founded practices based on CBE and CoI must be utilized in building an interactive, collaborative online learning community.

Factors that influence nontraditional adult learners’ online course completion: an explanatory sequential mixed methods study

This study, viewed through the lens of the adult learning theory of andragogy, employed an explanatory sequential mixed method research design. Further, this investigation examined to what extent N...

Anxiety and Attitudes Toward Statistics and Research Among Younger and Older Nontraditional Adult Learners

Individuals who are 50 years or older are the largest growing demographic among adult learners. However, we still are in the initial stages of investigating their attitudes and anxieties regarding specific areas of study. The current study explored differences between 92 younger (26–49 years) and older (50+ years) nontraditional-aged, degree-seeking undergraduate and graduate students’ attitudes and anxieties regarding statistics and research. The Attitudes Toward Research (ATR) and Statistics Anxiety Rating Scale (STARS) scales were completed via an online survey. Younger nontraditional-aged students generally expressed significantly higher anxiety and more negative beliefs regarding both statistics and research than their older counterparts. Differences were not explained by level of study nor by related experience. Results are discussed in relation to further consideration of student- and cohort-centered applications of andragogical and heutagogical principles for targeted educational practices.

“His Sense of Humor Carried the Day”: Using Humor With Nontraditional Adult Learners

“His Sense of Humor Carried the Day”: Using Humor With Nontraditional Adult Learners

Bahamians as International Adult Learners Determined for Academic Success

The purpose of this study is to explore the factors that impact the experience of Caribbean nontraditional adult learners encounter while pursuing higher education in the United States and perceived support systems needed by Caribbean adult learners to be successful. On this premise, this qualitative study was conducted. A total of 15 Bahamian students participated. Data was collected via semi-structured interviews and analyzed utilizing open coding. The major themes that emerged with regards to influential factors that impacted their experiences were: (a) financial constraints, (b) lack of support, and (c) cultural differences and adaptation. As it relates to support systems needed by Caribbean students, the major themes that emerged were: (a) family, (b) faculty/mentors, and (c) a network of friends.

The lean prescription for non-traditional adult learners

Purpose The purpose of this paper is to describe how lean management principles can be used in teaching and learning processes while preparing classes for non-traditional adult learners (NALs). Careful planning and the application of lean methods can result in NALs’ enhanced engagement and success at academic institutions. Design/methodology/approach The fundamental concepts of the lean philosophy, value, value streams, flow, pull and perfection were used to carefully examine the teaching and learning process at academic institutions. Efforts were made to identify non-value-added activities in the process and explore methods to enhance the learning experience for NALs. Findings This paper provides a comprehensive approach on how to plan a class using lean methodology. Identification and removal of non-value-added activities in teaching and learning processes can help to engage students in the classroom. Practical implications This research has practical implications for academic institutions. Incorporation of lean methodology may lead to identification and elimination of waste in teaching and learning processes. This may allow instructors to re-evaluate existing course delivery methods and offer equal or higher quality curricula while reducing cost at the same time. Originality/value Lean management principles have been successfully applied to a variety of administrative processes at academic institutions. However, there exists very limited research that show lean can be effectively used in designing curricula for NALs. This project can provide a framework for the application of lean while teaching and learning at academic institutions.

Impact of a horticultural therapy certificate program on students and their professional activity

In the United States, horticultural therapy is primarily taught in university-affiliated certificate programs, with coursework for college credit that focuses on the use of horticulture for therapy and rehabilitation applied to a wide range of settings and applications. This study examines how individuals who have completed a certificate program at the Horticultural Therapy Institute (HTI) use their training. Associated with Colorado State University, HTI serves students from across the United States and internationally, has a relatively large student body, and is accredited by the American Horticultural Therapy Association. The majority of those who complete certificate courses are non-traditional adult learners who have earned a bachelor's degree or higher prior to enrollment. They are comprised of those with professional credentials in a variety of human service fields, those with experience in commercial horticulture, and those who seek to change careers or apply gardening skills in human service. Learning objectives for the intensive certificate courses include those that address horticultural therapy practice, treatment procedures, program development, therapeutic gardens, enabling tools, as well as site and program management. Understanding how individuals use horticultural therapy training is essential for career counseling and curriculum development, as well as to better understand the impact of horticultural therapy education. In order to collect this information, an online survey was sent to 317 people who completed the horticultural therapy certificate from 2003 through 2015. Questions included multiple choice and open-ended formats, with responses returned via the online tool and analyzed to gain an understanding of the influence of horticultural therapy certificate programs on graduates.

Know thy student: Using a graduate student learning assessment questionnaire

Background: Creating an online learning environment for today’s adult learner that is engaging and conducive to meeting the various needs can be a challenge for any educator, new or seasoned. Understanding the students’ perspectives of what they need from faculty to be successful is underexplored. Therefore, the purpose of this study was to describe the students’ perspectives of their learning needs and motivation as reported in a faculty developed Graduate Student Learning Assessment Questionnaire (GSLAQ).Methods: A cross-sectional descriptive survey design was employed and consisted of 120 non-traditional adult learners in graduate nursing school. The demographics are as follows: 100 females (83.3%) and 20 males (16.7%) with a mean age of 34.9 years.Results: Five themes emerged: (1) motivation, (2) time orientation, (3) autonomy/role change, (4) caring, and (5) authentic engagement/communication.Conclusions: Understanding students’ concerns as well as their perceptions of what they need from faculty to be successful enables faculty to better communicate with the students as well as provide the needed support as expressed by the students.

Stories of Mathematical Resilience: How Some Adult Learners Overcame Affective Barriers

Some non-traditional adult learners in higher education lack mathematics qualifications, have had negative experiences of mathematics in the past, feel anxious about mathematics, lack confidence, or protect themselves by avoiding the subject. As part of a widening participation initiative, a lifelong learning centre at a large university in England developed a programme of free mathematics lessons for these learners. This paper discusses the findings from a small-scale narrative study which analysed the mathematical stories of four of these learners. The research found that, although previous feelings about mathematics lingered, participants overcame their emotional barriers to learning mathematics with sensitive support from others, specific teaching and learning strategies, and by increasing their mathematical resilience. They were able to move away from feeling frightened of mathematics, to persevere and feel more comfortable with it. The notion of perezhivanie (Vygotsky, 1994) was used to conceptualise the barriers created by past, strong emotional experiences and developing ability to manage the associated feelings.

How to Engage Nontraditional Adult Learners Through Popular Education in Higher Education

How to Engage Nontraditional Adult Learners Through Popular Education in Higher Education

A felsőoktatási lifelong learning szerepe a minőségi oktatás és tanulás fejlesztésében: A részvétel, a teljesítmény és a professziófejlesztés összefügései az esélyteremtés kontextusában

This analysis elaborates upon the growing and changing roles and mission of higher education in the development of adult learning and education, laying a special emphasis on the impact of global trends in the local environment and on raising participation and performance. In accordance with the topic, it is necessary to provide a detailed overview and assessment of the UNESCO CONFINTEA process (UNESCO World Conferences in Adult Education) by which a special vision on adult education can be provided. Likewise, the actualisation of this focus is necessary in the scope of UN Agenda 2030 for Sustainable Development Goals since higher education institutions have recently had to reconfigure their roles and missions in lifelong learning in accordance with those SDGs. Through those steps, universities have been able to get closer to target groups of non-traditional adult learners, as vulnerable groups and their members, so as to change their access to education and to raise the quality of their learning. The matter of second chance goes much beyond the question of public education, whereby it moves close to issues of young and adult learners outside formal education, and is connected to atypical forms of communities with open and digital knowledge transfers. Higher education must support such trends as part of its social responsibility in which effective knowledge transfer and skills development openly aim at realising and spreading of practices based on participation and performance. One of the actions is the example of learning cities and of learning communities, and another form of that orientation is realised through professional development, which is a necessary frame of grounding and improving performance driven learning. The example of European University Continuing Education Network (eucen) practices also highlights the impact of inclusion through shifting policy development by putting access, equity and responsible actions into the axis of its actions in the contexts of both adult learning and learning city engagements. The paper will demonstrate that an effective policy on quality lifelong learning must integrate and rely on the active participation of higher education in order to fight back inequalities and inequities, since these definitely ruin the struggles to raise participation, access and presence in learning communities.