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What is RAG Model

Accessibility and Diversity in the 21st Century University
The Acronym represents Red, Amber, Green – A teaching strategy based on the Traffic Light Rule developed for working with students one-on-one or in groups in an academic setting.
Published in Chapter:
Non-Traditional Students in Higher Education: Barriers and Strategies for Self-Directed Learning
Carlene Buchanan (EduPro Learning Center, LLC, USA)
Copyright: © 2020 |Pages: 16
DOI: 10.4018/978-1-7998-2783-2.ch014
The purpose of this qualitative study is to investigate the barriers that non-traditional students (defined as over 40) face in self-directing their own learning and the strategies they develop to succeed. First established are the main elements that define non-traditional students, and the critical role that self-directed learning plays in their complicated educational journey towards degree attainment. The author then analyzes firsthand accounts and triangulates the findings with seminal research, which confirm that institutional, situational, and dispositional barriers in higher education pose serious difficulties to non-traditional students. Among the strategies for self-directing their learning in order to mitigate barriers and achieve success are setting attainable goals, seeking support, staying informed, remaining positive and focused when challenged, and planning. The chapter concludes with recommendations for higher education administrators regarding policies and procedures relative to non-traditional students and diversity in 21st-century education.
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