Preferences and Experiences of Traditional and Nontraditional University Students

Woods, Kathryn; Frogge, George

doi:10.1080/07377363.2017.1318567

Cited by 25 publications

(11 citation statements)

References 12 publications

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“…The results as a function of age are in accordance with the revised literature (Burton et al, 2009;Freund et al, 2010;Lam et al, 2004;Timms et al, 2018). One should note that students of age over 25 are, in general rule, more mature, have been through life experiences which have required greater family and professional commitment, may have already enrolled other Higher Education courses and may thereby be more aware of their choices and sure of their life goals (Woods & Frogge, 2017). These older students have already built a sense of identity with greater awareness of the person they are and their subjective vision of the world and, on the social domain, they have already developed more mature relationship patterns with their peers, teachers and family, and in the vocational scope have already discovered their professional orientation, having some of them already transited to the professional world (Almeida & Cruz, 2010).…”

Section: Discussionsupporting

confidence: 86%

“…The students, unlike the usual ones, have been designated non-traditional students (Almeida & Casanova, 2019;Novotný, Brücknerová, Juhaňák, & Rozvadská, 2019). This designation arose to describe groups that were underrepresented in Higher Education, students of age 26 or higher, more mature, with family responsibilities, who did not enter Higher Education right after High School, and, at times, also belonging to ethnic minorities (Novotný et al, 2019;Woods & Frogge, 2017). The results of Freund, Hennecke, and Riediger (2010), on the learning differences as a function of age, show that the older subjects tend to have a greater orientation for the process, while the subjects under 25 tend to focus more on the results.…”

Section: Engagement and Agementioning

confidence: 99%

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Student engagement in Higher Education, age and parental education level

Covas

Veiga

2021

Estud. psicol. (Campinas)

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Within the scope of socio-cognitive theories, student engagement in school has been studied as a multidimensional construct. A four-dimensional perspective was adopted, with the dimensions: affective, cognitive, behavioural and agentic. The objective, to analyse how the variables age and parental education relate to student engagement in school. The sample consisted of 715 Portuguese public Higher Education students from the Lisbon area. The data was collected through an online survey, which included the Student Engagement in School: a Four-Dimensional Scale – Higher Education Version. Data analysis not only revealed that students of age 26 or older scored considerably higher results in engagement than younger colleagues, but also highlighted significant differences of engagement in the affective, behavioural and agentic dimensions, depending on parental education. The results, while partially corroborating the revised literature, suggest future in-depth studies.

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Section: Discussionsupporting

confidence: 86%

Section: Engagement and Agementioning

confidence: 99%

Student engagement in Higher Education, age and parental education level

Covas

Veiga

2021

Estud. psicol. (Campinas)

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“…In distinguishing differences in age, studies commonly compare traditional and nontraditional students, with nontraditional students being defined as those over the age of 24 (National Center for Education Statistics, n.d.). In face-to-face settings, nontraditional students have been found to report working and studying for longer than their traditional peers, however, this does not translate into differences in performance (Woods & Frogge, 2017). Similar to findings for face-to-face courses, nontraditional students tend to be more academically engaged as well as have more positive perceptions of teaching and course interactions online (Rabourn, BrckaLorenz & Shoup, 2018).…”

Section: Racementioning

confidence: 71%

Examining Students’ Online Course Perceptions and Comparing Student Performance Outcomes in Online and Face-to-Face Classrooms

Spencer

Temple

2021

OLJ

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Through the use of existing grade and student survey data, this study investigated online courses offered at a public four-year university. Specifically, the study explored differences in student success rates between online and face-to-face courses for traditional undergraduate students as well as the climate of student perceptions towards online courses. Our general results suggest that students performed better in, and had higher levels of preference toward, traditional face-to-face formats. However, overall perceptions of online courses were positive, with students viewing instructional technologies as reliable and easy to use, as well as reporting that online technologies facilitated prompt feedback, enhanced their problem-solving skills, and met their learning needs. Alongside this, students exhibited positive views towards their instructors’ skill level and use of technology to support academic success. Logistic regression analyses of differences in student success across instructional formats revealed interaction effects with variables of age (nontraditional/traditional), aid status and whether or not courses were taken to fulfill general education or major requirements, suggesting a more complex effect of instructional format across student subpopulations. The variability in the results observed in the current study warrant further exploration before definitive conclusions on the impact of instructional format on student outcomes and perceptions can be made.

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“…While non-traditional students are typically over the age of 24 (Bean & Metzner, 1985), the most recent Fall 2019 data showed that, out of the total enrollment of 19.9 million who attended colleges and universities (including both undergraduates and graduates), 7.5 million (37.69%) learners were age 25 and over (NCES, 2019). This unique population in higher education holds characteristics that are very different from the traditional ones; thus, attention is called for to meet their educational needs based upon their characteristics and circumstances (Garrison et al, 2010b;Woods & Frogge, 2017).…”

Section: Learning Among Non-traditional Studentsmentioning

confidence: 99%

Emotional Presence in Building an Online Learning Community Among Non-traditional Graduate Students

Jiang

Koo²

2020

OLJ

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The Community of Inquiry (CoI) framework posits that a collaborative online teaching and learning process can be achieved through three interdependent dimensions of presence: cognitive presence, social presence, and teaching presence. Emotion is considered an important factor in successful online learning. This study explored non-traditional graduate students’ perceived emotional presence that emerged in participants’ online learning experiences. Based on quantitative and qualitative data from 45 non-traditional graduate students in the field of education, the study showed that participants demonstrated both positive emotional expressions (e.g., enjoyment and happiness) and negative expressions (e.g., frustration and disappointment) in their responses. Emotional presence ratings were found be significantly lower than cognitive, teaching, and social presence ratings. Emotions serving different functions were also identified in responses. Direct affectiveness surfaced where participants showed a strong emotional need to make connections with instructors and peers. Outcome emotions were also identified where participants showed emotional responses in regard to their eventual learning outcome. We also found emotional presence by itself a significant predictor of non-traditional graduate students’ satisfaction with online learning. Implications for research and practice are discussed.

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Preferences and Experiences of Traditional and Nontraditional University Students

Cited by 25 publications

References 12 publications

Student engagement in Higher Education, age and parental education level

Student engagement in Higher Education, age and parental education level

Examining Students’ Online Course Perceptions and Comparing Student Performance Outcomes in Online and Face-to-Face Classrooms

Emotional Presence in Building an Online Learning Community Among Non-traditional Graduate Students

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