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What is Nontraditional student

Chapter 2
Strategies and Digital Advances for Outcome-Based Adult Learning
A learner who did not enter college immediately after high school; is over the age of 24; often balances additional demands of a career and/or family responsibilities. See the National Center for Education Statistics https://nces.ed.gov/pubs/web/97578e.asp .
Published in Chapter:

An Understand, Assess, Apply Instructional Approach: Leveraging Student Differences for Enhanced Learning Outcomes

Daniel R. VanHorn (North Central College, USA) and Abigaile M. VanHorn (Sigma Chi Leadership Institute, USA)
Copyright: © 2024 | Pages: 28
DOI: 10.4018/978-1-7998-4748-9.ch002

Abstract

As the face of higher education continues to change, instructors must develop effective strategies and innovative pedagogical techniques to engage an increasingly diverse set of learners. Specifically, instruction should provide opportunities for connection between disparate concepts as well as between disparate learners. How can teachers effectively leverage the unique qualities and experiences of non-traditional students to enhance adult learning and increase the value of the classroom experience for all students? This chapter offers instructors a unique perspective not only on the cognitive processes of non-traditional students but also research-based personality and behavioral assessments, transforming them into innovative pedagogical tools with immediate practical application. By understanding the strengths that adult learners bring to the classroom as well as the cognitive processes that support learning and skills acquisition, instructors can devise teaching strategies that enhance the learning and development of all students within their classroom.
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Chapter 2
Common Denominators to Learner-Centered Success: Undergraduate STEM, Graduate Teacher Education, and an Educational Technology Doctoral Program
A student who does not immediately enroll in college after graduating from high school, and/or who attends college only part time, and/or who is financially independent from her/his parents, and/or who has children or dependents other than a spouse, and/or who is a single parent, and/or who works full time (35 hours or more per week) while attending college, and/or who has a GED rather than a high school diploma ( Horn & Carroll, 1996 , p. 3).
Published in Chapter: Common Denominators to Learner-Centered Success: Undergraduate STEM, Graduate Teacher Education, and an Educational Technology Doctoral Program; From: Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development
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Chapter 32
Using Technology in the Assessment of Adult Learners in Online Settings
A student with any of the following characteristics: has delayed enrollment, attends part time, works full time while enrolled, is considered financially independent for purposes of determining financial aid, has dependents other than a spouse, is a single parent, or does not have a high school diploma (NCES).
Published in Chapter: Using Technology in the Assessment of Adult Learners in Online Settings; From: Encyclopedia of Information Communication Technologies and Adult Education Integration
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Chapter 2
Creating Meaningful Relationships in the Online Environment: Building Rapport With the Adult Learner
An adult learner, typically over the age of 23 who has returned to the classroom or is a “career switcher”. The learner typically works one or more jobs, has children, or has other responsibilities at home that require a flexible schedule.
Published in Chapter: Creating Meaningful Relationships in the Online Environment: Building Rapport With the Adult Learner; From: Motivation and Momentum in Adult Online Education
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Chapter 38
Understanding the Online Learner
A student with any of the following characteristics: has delayed enrollment, attends part time, works full time while enrolled, is considered financially independent for purposes of determining financial aid, has dependents other than a spouse, is a single parent, or does not have a high school diploma (NCES).
Published in Chapter: Understanding the Online Learner; From: Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training
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Chapter 10
Building Higher Education Community: A Lesson From Nebraska
Students who are over the age of 25, balance a variety of work and family responsibilities, and may attend college part- or full-time.
Published in Chapter: Building Higher Education Community: A Lesson From Nebraska; From: Professional and Ethical Consideration for Early Childhood Leaders
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Chapter 18
Asynchronicity, Access, and Attainment: Best Practices of an Adult Degree Completion Program
Higher education students that exhibit one of seven attributes: delayed enrollment, part-time attendance, financial independence, dependents to support, single parent, full-time employment, or GED or high school equivalent status (Horn, 1996 AU75: The in-text citation "Horn, 1996" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ). Although age was not an attribute in Horn’s research, for the purposes of this study, the terms Nontraditional and Adult student will be used synonymously.
Published in Chapter: Asynchronicity, Access, and Attainment: Best Practices of an Adult Degree Completion Program; From: Handbook of Research on Innovative Technology Integration in Higher Education
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Chapter 1
Critical Success Factors and Methods to Increase Persistence for Non-Traditional Online Students
A college student who is over the age of 24 and/or possesses characteristics that are not typically found in traditional-age college students, such as having a spouse or children, working full time, or being a veteran.
Published in Chapter: Critical Success Factors and Methods to Increase Persistence for Non-Traditional Online Students; From: Ensuring Adult and Non-Traditional Learners’ Success With Technology, Design, and Structure
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Chapter 8
Designing Quality Classes That Meet the Needs of Nontraditional Learners
The increasing and majority population of college students who have at least one of the following criteria: 25 or older; single parents; dependents; part-time students; a GED; delayed college attendance; financial independence; and full-time employment.
Published in Chapter: Designing Quality Classes That Meet the Needs of Nontraditional Learners; From: Meeting the Needs of Nontraditional Undergraduate Students
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Chapter 17
The Cost of Convenience: How Does Distance Education Mix with the Modern-Day Student?
Bean and Metzner (1985) define nontraditional students as a population including: Students age 25 or older, part-time enrolled students, commuter students.
Published in Chapter: The Cost of Convenience: How Does Distance Education Mix with the Modern-Day Student?; From: Handbook of Research on Adult and Community Health Education: Tools, Trends, and Methodologies
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Chapter 4
Adult Learning Theories and Principles
The increasing and majority population of college students who have at least one of the following criteria: 25 or older; single parents; dependents; part-time students; a GED; delayed college attendance; financial independence; and full-time employment.
Published in Chapter: Adult Learning Theories and Principles; From: Meeting the Needs of Nontraditional Undergraduate Students
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Chapter 2
Expanding the Role of Community Colleges With Workforce Baccalaureate Programs
Students over the age of 24, and/or with external obligations that create barriers or challenges to attend college.
Published in Chapter: Expanding the Role of Community Colleges With Workforce Baccalaureate Programs; From: Community Colleges and Workforce Preparation in the 21st Century: Emerging Research and Opportunities
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Chapter 6
Stress and Mental Health: The Benefits of Resiliency in Nontraditional Students
The increasing and majority population of college students who have at least one of the following criteria: 25 or older; single parents; dependents; part-time students; a GED; delayed college attendance; financial independence; and full-time employment.
Published in Chapter: Stress and Mental Health: The Benefits of Resiliency in Nontraditional Students; From: Meeting the Needs of Nontraditional Undergraduate Students
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Chapter 46
Negotiating Virtual Identity in an Age of Globalization
A term used to label a student that is not attending college right out of high school. Synonymous with adult student and re-entry student, the term is typically used to describe a much older student attending college for the first time or returning after an extended period of time.
Published in Chapter: Negotiating Virtual Identity in an Age of Globalization; From: Handbook of Research on Virtual Workplaces and the New Nature of Business Practices
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Chapter 7
Online Education and Flexible Learning Options: How Nontraditional Learners Are Meeting Their Educational Goals
The increasing and majority population of college students who have at least one of the following criteria: 25 or older; single parents; dependents; part-time students; a GED; delayed college attendance; financial independence; and full-time employment.
Published in Chapter: Online Education and Flexible Learning Options: How Nontraditional Learners Are Meeting Their Educational Goals; From: Meeting the Needs of Nontraditional Undergraduate Students
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