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Nontraditional students in higher education can be considered as today's "traditional" student, accounting for 74% of the undergraduate population. What does this mean for academic libraries in regard to our support services? This column discusses the necessity of understanding the changing landscape of students, and how their experiences impact the ways they engage with the library. Students in higher education are very diverse in a multitude of ways, so to be truly inclusive, librarians need to understand the complexities and layers of the students we work with and how we can better serve and support them. [ABSTRACT FROM AUTHOR]

Goal 4 of the UN Sustainable Development Goals (SDGs) concerns inclusive, equitable quality education and promotion of lifelong learning opportunities for all. Libraries excel at early-education offerings and lifelong or recreational learning. However, less prevalent is support for the "middle"—adults with higher education aspirations. An educated workforce supports an information-resilient society, yet individuals in rural communities experience informational barriers and underrepresent degree holders. This research examines the provision of college planning programs and information in central Appalachia through a content analysis of 89 public library websites. Though the region enjoys a close-knit connectedness that could place libraries at the forefront of degree attainment and information resilience, findings suggest there is much room for improvement if the libraries aim to support goal 4 as related to postsecondary education. This research is relevant to audiences worldwide as postsecondary education has been shown to impact economic development in international lower-income contexts. [ABSTRACT FROM AUTHOR]

A persistent challenge for Australian higher education policymakers and researchers has been to understand why policies and practices have met with limited success in widening the participation and attainment of non-traditional students. This paper explores theorising Narrative Identity as a constructive methodological framework for understanding non-traditional students' experiences in higher education. Using this approach, I critically analyse the contrasting experiences of three non-traditional students who successfully transitioned to university via an enabling program but who had significantly different (and unanticipated) levels of engagement and success in their studies. 'Transformation' emerged as a recurring theme in students' perceptions of becoming academically capable students. Applying a social constructionist lens, I explore the intersections and interactions between discourses of disadvantage and transformation within the context of neoliberal higher education structural discourses. Interview data conveys students' changing values and behaviours, revealed in their rejection of prior 'not capable' identities and performance of their new 'capable student' identity. Students' understandings of self provide insights relevant to the sustainability of their 'capable student' identity and, therefore, the quality of their engagement and success. The paper concludes with a consideration of Australian higher education policy and urges greater consideration of identity challenges faced by non-traditional HE students. [ABSTRACT FROM AUTHOR]

This paper describes the results of qualitative and exploratory research into the transition to and experiences of the working world of graduates from a Chilean technical-professional higher education institution, whose student body is mainly made up of first-generation higher education students. The study includes eight in-depth and six group interviews, with a total of 33 graduates taking part. The results reveal the different obstacles graduates face as far as their career development is concerned, as well as the personal and strategic resources and actions they have used in their transition to the labor market. Among these perceived obstacles, the fact that society does not particularly value their work, long hours, low salaries and even gender and class violence particularly stand out. The study ends with practical recommendations so higher education institutions can actively support the transition of their graduates into the labor market. [ABSTRACT FROM AUTHOR]

Our work investigated how six primary school students used a non-traditional method for adding and subtracting: the ABN method, a Spanish acronym for Open (method) Based on Numbers. Commognitive theory [Sfard, A. 2008. Thinking as Communicating: Human Development, the Growth of Discourses, and Mathematizing. New York: Cambridge University Press] was employed to study the students' mathematical routines. In particular, we studied whether their routines were exploratory or ritualised and found that four students had a ritualised use of the ABN method, while two others showed some signs of incipient exploratory use (manifested as an increase in flexibility, applicability, performer's agentivity, and substantiability). The results show some of the problems that students have when applying this method. [ABSTRACT FROM AUTHOR]

AbstractCollege reading engagement is a significant predictor of students’ skill development and degree completion. However, only about one-third of college students are completing assigned readings, and among those who do, many struggle with successful interpretation and analysis of content (ICAS, 2002). One reason is that students may be underprepared for the academic rigor of college-level texts (Bartolomeo-Maida 2016). Previous research on reading support has often focused on traditional college students; however, the number of nontraditional students continues to grow, especially at community colleges, where curriculum reform is occurring with reading courses. As educators work to redesign these programs, it is important to illuminate the voices of nontraditional students to create accessible reading support so that they can successfully engage with college-level texts. This qualitative study explored interview responses of nine nontraditional community college students to learn about their experiences as readers and discover their desired reading support. Analysis of the data revealed negative self-perceptions as barriers, the importance of relatable content to reading engagement, and desired reading supports that included guidance from the content instructor and reading courses. These findings offer implications for educators seeking to offer equitable access to college-level reading skills for nontraditional community college students. [ABSTRACT FROM AUTHOR]

More students from non-traditional backgrounds will attend university in the future. Universities must have effective Support for Students Policies and should limit instances where students fail with little to no personal benefit, such as ‘zero-fails’ (failed units with a cumulative mark of zero). The aim of this action research study was to develop and test a choice architecture intervention to reduce zero-fails. In 2022 and 2023, 596 students at risk of zero-fails had their choice architecture changed and were asked to re-affirm their desire to continue studying by replying to an email communication. Thirty-five per cent of students did not reply and were unenrolled while 37% of students replied and chose to unenroll. The remaining students opted-in to continue studying, of which 72% failed more than half of their units. Selective alteration of students’ choice architecture who are at risk of zero-fails can mitigate unnecessary debt. [ABSTRACT FROM AUTHOR]

In all levels of schooling there exist disparities in terms of class and gender. The research presented in this article contributes to the study of how gender, class and curriculum influence the aspirations of students who are the first-in-family to attend university. Drawing on a study of 48 students over a three-year period, we are interested in the gendering and classing of the first-in-family experience according to their chosen area of study, as a proxy for their future aspirations. In making connections between their journeys and international research on class, gender and inequality, the article highlights how curriculum offerings in lower socio-economic contexts often have implications for how non-traditional student populations negotiate higher education. [ABSTRACT FROM AUTHOR]

Despite continuous discussions on Generative Artificial Intelligence (Gen AI) ethics in academia, limited studies examine the perceptions of students or the application of ChatGPT with non-traditional students. We report an exploratory single case of a two-week orientation offered to non-traditional students entering online bachelor's degree programs. Students that participated in the orientation course completed a survey and a "short research-based reflection paper" using the pre-developed prompt discussing the relationship between academic dishonesty and workplace ethics including the ethical use of Gen AI. Based on open coding of 63 selected essays, we identified four major themes in student reflections on the ethical use of Gen AI: (1) threats to integrity and the learning process; (2) benefits and efficiency; (3) perceived inevitability of Gen AI; and (4) shared responsibility to govern the ethical use of Gen AI in academic life. The purpose of this study was to provide insights to researchers and practitioners in higher education on designing writing activities that can alleviate threats to academic integrity while promoting benefits of Gen AI into the classroom and workplace. [ABSTRACT FROM AUTHOR]

School psychology scholars argue that diversifying the profession will advance equity and social justice. Yet, nontraditional and racially and ethnically minoritized students are underrepresented in school psychology programs. These diverse college students bring complex identities that may complicate as well as enrich their paths to achievement. This is a challenge as higher education environments often do not optimize support for these students. To address this challenge, we investigated the influence of a school‐based task on cognitive engagement, subjective task value, positive and negative emotions, identities, and context‐sensitive high‐effort coping called John Henryism in 294 U.S. college students. Correlation and regression analysis demonstrated a strong relationship between John Henryism and subjective task value. Latent profile analysis and follow‐up logistic regression demonstrated that older and Latinx students predicted membership in the group that was high in John Henryism and subjective task value. We discuss theoretical and practical implications of this work in better understanding the mixed consequences of achievement motivation, contextualizing subjective task value using John Henryism, and recommendations for higher education institutions. Practitioner Points: Contextualizing students' subjective task value through John Henryism, an effortful coping strategy, can help institutions identify ways to better support the needs of students from multiple minoritized backgrounds. This may help to advance commitments to diversity and equity in school psychology research and practice, an important direction for the field.Older, Latinx, and female students are more likely to rate highly on subjective task value and John Henryism, suggesting that students from nontraditional or minoritized backgrounds may be highly motivated but may also engage in effortful coping with paradoxical outcomes. Intentionally supporting these students may help to address current challenges in the school psychology pipeline. Additionally, supporting these students may help to diversify the school psychology field in ways that will better support students and families from minoritized backgrounds.Institutions should work to understand and support students in ways that value their complex identities through high‐touch, adaptive mentorship programs and other strategies. [ABSTRACT FROM AUTHOR]

Cities face growing challenges from stormwater: flooding, pollution, and habitat loss. Green infrastructure offers solutions, yet the aesthetic dimension is often overlooked. This study introduces the Buras Beauty Scale for objectively assessing the beauty of wetland configurations and emphasises its integration into green infrastructure projects. Our methodology involved surveying diverse groups, including non-architecture students and non-traditional architects, who perceived higher beauty in wetland configurations compared to traditional architects and architecture students (mean beauty scores: 7.8 and 7.5 vs. 6.2 and 6.4, respectively). Statistical analysis revealed a strong correlation (r = 0.731, p < 0.05) between beauty assessments and Shannon-Weaver entropy, highlighting the importance of topographic diversity. We also observed that higher beauty scores correlated with greater consensus among respondents, as evidenced by a decrease in the coefficient of variation from 0.52 to 0.34. Multicriteria analyses, integrating beauty with functionality, identified optimal wetland configurations for urban landscapes. [ABSTRACT FROM AUTHOR]

Background: The term "nontraditional students" (NTS) is widely used in higher education research, but its definition varies across studies. Objectives: This systematic literature review aims to examine how researchers define NTS in U.S.-based studies and identify potential definitional issues. Methods: We conducted a systematic review following PRISMA guidelines, searching EBSCO databases (Education Research Complete, Education Full Text, and ERIC) for peer-reviewed articles published between 2018 and 2022. We analyzed 65 papers that met our inclusion criteria to assess the definitions used for NTS. In this systematic literature review we focus on the definitional issues related to how researchers use the term nontraditional students in US-based studies. We review 65 papers from search results containing 432 papers to understand how researchers define nontraditional students. Of the 65 papers reviewed fully, 33 papers included a specific definition of nontraditional students, 15 included an unspecified definition of nontraditional students, and 17 papers did not include a clear definition at all. Our work suggests that researchers use a clearer definition, such as from the NCES, to define nontraditional students and focus their attention on the seven categories given by NCES. [ABSTRACT FROM AUTHOR]

The aim of the study was to assess and contrast psychosocial wellbeing of traditional and non-traditional students in fashion programme. The study was necessitated by a lack of evidence on students’ general psychosocial wellbeing, especially the increasing number of non-traditional students who are choosing to pursue higher education for a myriad of reasons. The study utilised a cross-sectional approach in which data were gathered from a sample of 394 traditional and 207 non-traditional students. Data were analysed by means of independent t-test and Pearson correlation. The study found a high prevalence of anxiety–stress and depression among the participants which require attention, even though non-traditional students coped better and performed academically better than traditional students. Again, anxiety–stress and depression were positively related to academic workload such that students who experienced higher academic workloads tended to also experience higher levels of anxiety–stress and depression. [ABSTRACT FROM AUTHOR]

Student dropout represents a significant challenge in distance higher education. To better understand this issue, a comprehensive analysis of institutional data, spanning several years from a private German distance learning university of applied sciences, was conducted. The primary objectives were twofold: (1) to pinpoint institutional factors serving as predictors for student dropout and (2) to analyze the underlying psychological mechanisms. The findings indicate that part-time enrollment, age, interruptions, and overdue payments predicted dropout. Conversely, a good match between a student's occupation and the study program, as well as employer reimbursement of study fees, predicted degree completion. Further results suggest that students who recommend the program to others are more likely to succeed. However, those referred by friends are at a higher risk of dropping out. Additionally, poor grades and late submission of the first assignment were identified as predictors of dropout. A noteworthy finding was the interaction between these factors and the student's qualification for studying. Vocationally qualified students tend to submit their first assignment earlier but perform worse academically compared to academically qualified students. Generally, the influence of socio-demographic factors such as the educational background, gender, or nationality was low. This suggests that some of the disadvantages that non-traditional students might face at traditional universities in Germany might cease to exist at private distance universities of applied sciences. The implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Arab World English Journal is the property of Arab World English Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Student Bring Your Own Device (BYOD) expectations in higher education are ubiquitous. Colleges are tasked with creating policies that ensure they can effectively support students using their own devices. However, depending on the students an institution serves, its BYOD policy may require unique inclusions. Many of today's continuing education students are nontraditional, characterized by one or more criteria including commuting, working, attending part-time, being first-generation, and/or an adult learner. These traits can present academic challenges that could impede development of successful BYOD policies, especially at colleges that primarily serve nontraditional students (i.e., nontraditional colleges). To identify whether specific additions, with respect to nontraditional colleges and students, should be included in relevant BYOD policies, this study analyzed student experiences with BYOD at an institution with an entirely nontraditional student population. Student challenges with BYOD were further defined based on age and first-generation status. The study used a mixed methods approach with data gathered from the same survey instrument. Although results revealed most students had positive experiences using their devices, concerns were shared regarding affordability and compatibility. Frustrations related to infrastructure limitations and accessibility of support were also expressed. Hypothesis tests revealed a significantly smaller proportion of adult learners found their device to be sufficient for learning when compared to traditionally aged learners (p < 0.05). The data also reflected a greater lack of digital literacy among adult learners. These findings lead to several important considerations for nontraditional colleges implementing BYOD policies and supporting students using their own devices for learning. [ABSTRACT FROM AUTHOR]

Objective: Mental health is noted as a central indicator of academic success. This study explored the perceived mental health needs of nontraditional post-baccalaureate students and what may increase their abilities to meet these needs. Participants: Participants (n = 79) were students at a mid-sized Midwestern university enrolled in identified nontraditional programs targeting students who previously obtained a bachelor's degree and nontraditional graduate students. Method: Participants completed an online survey assessing perceived mental health needs, service utilization, and potential barriers to service utilization. Surveys were analyzed using descriptive analysis, coding qualitative data, and two-tailed correlations. Results: Results demonstrated nontraditional post-baccalaureate students perceive themselves as having mental health needs due to stress and time constraints. Participants' responses reflected 5 areas that may help increase mental health service utilization. Conclusions: Results indicate nontraditional post-baccalaureate students have perceived unmet mental health needs. Ways to help meet these needs are discussed. [ABSTRACT FROM AUTHOR]

Supporting nontraditional students within the student lifecycle is one of the major challenges faced by urban universities. This study presents a pedagogical intervention in which a group of Hispanic students participated in an engaged learning project with a bilingual newspaper. Findings indicate that this project motivated students to complete their degree, helped them develop transferrable skills, led to higher academic engagement, and increased their sense of belonging to the local Hispanic community. These results highlight the importance of engaged learning as one of the tangible tools teachers can use to support nontraditional and minority students in urban tertiary institutions. [ABSTRACT FROM AUTHOR]

Aims: To explore the lived experiences of mature female students undertaking a Bachelor of Nursing (Adult) programme in the UK, to gain insight into the challenges and barriers faced by students and investigate the factors that support students who have considered leaving, to stay and continue with their studies. Background: There is a global shortage of nurses and challenges exist in ensuring that enough nurses are available to provide care in the complex and rapidly changing care environments. Initiatives introduced to increase the number of Registered Nurses (RN), include increasing the number of students enrolled on pre‐registration nursing programmes. However, the success of this intervention is contingent on the number of students who go on to complete their course. Design: This qualitative study employed Interpretative Phenomenological Analysis (IPA), which provided a methodological framework and analytical approach to enable an exploration of participants' individual and shared lived experiences. Methods: Eight female, mature students at the end of their second year of a Bachelor of Nursing (Adult) programme at a Higher Education Institution in South Wales participated in semi‐structured, face‐to‐face interviews, which were analysed idiographically before group‐level analysis was undertaken. Findings: The analysis revealed three superordinate themes: 'Ambition to become a Registered Nurse'; 'Jugging Roles' and 'Particular Support Needs for a Particular Student'. Conclusion: Each student had a unique history, their past and present social and psychological experiences were multifaceted and complex. These differences resulted in varying degrees of resilience and motivations to continue their studies. These findings are important for ensuring that services develop and provide effective support to maximize retention and, ultimately, increase the number of students entering the RN workforce. Patient of Public Contribution: No patient or public contribution. Impact Statement: This research expands on current literature regarding the needs of mature female students, a growing student nurse demographic. Every student had a dynamic set of circumstances and demonstrated that the identification of 'at‐risk' students, purely based on demographics or information on a Curriculum Vitae, is problematic and potentially futile. This knowledge could be used to tailor University support systems and inform curriculum development and support systems for maximizing student retention. These findings are important for ensuring that services continue to develop and provide effective support to maximize retention and completion and, ultimately, increase the number of students entering the Nursing and Midwifery Council register. [ABSTRACT FROM AUTHOR]

Social work has seen a dramatic rise in online MSW programs; however, there is a paucity of research surrounding programmatic reviews. Given the dearth of supporting evidence, data were collected from online students at the University of Tennessee, College of Social Work surrounding several noted key measures for success demonstrating the compatibility between online programming and social work education. These key measures include student demographics, knowledge, student perceptions, alumni perceptions, and faculty perceptions. Data were also collected regarding the university's COVID−19 response, perceptions surrounding diversity, equity, and inclusion work, and the use of a dedicated advisor to support online students. Results were viewed through a critical feminist lens and revealed that this online MSW program either did meet or exceeded success factors described in the literature. Results also identified new success factors that include alumni outcomes and the importance of dedicated advisors for online students. Implications for online teaching, administration, and research are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Collaboration improves multiple academic and social outcomes. Accordingly, computer-supported collaborative learning (CSCL) can be beneficial in distance education contexts to overcome the issues specific to online learning (e.g., underperformance, low identification with university). Distance universities often attract a substantial number of non-traditional students (e.g., students with disability, students with migration background). Despite their representation, non-traditional students face negative stereotypes and associated social consequences, including social identity threat, diminished sense of belonging, and less motivation for social interactions. In the context of online learning, where there is little individuating information, social categories like socio- demographic group memberships become salient, activating stereotypes. Consequently, socio-demographic group memberships can have detrimental consequences for the integration of non-traditional students. The purpose of the present study was to (a) determine the extent of social identity threat for students in higher distance education, (b) explore the social consequences of this threat in the same context, (c) validate these findings through longitudinal analyses embedded in a CSCL task, and (d) use learning analytics to test behavioral outcomes. In a longitudinal study with three measurement occasions over 8 weeks (N = 1,210), we conducted path analyses for cross-sectional associations and Random Intercept Cross-Lagged Panel Models for longitudinal predictions. The results showed that non-traditional students mostly reported higher social identity threat than traditional students. While the expected longitudinal within-person effects could not be demonstrated, we found stable between- person effects: students who reported higher levels of social identity threat also reported lower sense of belonging and lower social approach motivation. Exploratory analyses of actual online collaboration during CSCL offer potential avenues for future research. We conclude that social identity threat and its social consequences play an important role in higher distance education and should therefore be considered for successful CSCL. [ABSTRACT FROM AUTHOR]

Copyright of International & Comparative Education is the property of International & Comparative Education Editorial, Beijing Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A growing number of college students are nontraditional learners (age 21–65) who are people of color. These students face unique challenges in a higher education system increasingly shaped by neoliberalism and the ongoing context of institutionalized racism. In Oregon, policymakers have established ambitious goals to address racial disparities in educational attainment. In this study, focus groups and interviews were conducted with 111 Black, Indigenous, and People of Color (BIPOC) adult learners in Oregon to better understand their perspectives and experiences in regard to educational and career pathways. Participants included currently enrolled students, adults who had enrolled and left, and adults who had never enrolled in post-secondary education. Thematic analysis focused on support that facilitates educational access and persistence for these learners. Consistent with the existing literature, our findings revealed that support fell into three broad categories: economic, social/cultural, and institutional support. Recommendations focus on utilizing targeted universalism as a strategy for supporting non-traditional students of color to access and complete college through the expansion of economic support for students, shoring up relevant academic and career resources, and building more meaningful partnerships between higher education and communities of color. Limitations and directions for future research are also discussed. [ABSTRACT FROM AUTHOR]

This qualitative narrative inquiry study explores lived experiences of seven working adult part-time online students, mostly community college transfers, in a Research 1 institution's online degree-completion program. Using in-depth interviews, four key themes are identified: access, engagement, inclusion, and university pride in students' interactions with student services. Access covers service availability, engagement the interaction quality, inclusion the feeling of being valued, and university pride the over-all perception of their educational journey. Engagement further divides into positive connections and negative disconnections. Findings suggest positive experiences with student services, recommending enhanced service provisions for similar students to foster accessibility, engagement, inclusivity, and a positive institutional perception. [ABSTRACT FROM AUTHOR]

This study investigated the likelihood of bachelor's degree completion among nontraditional-aged transfer students. Using national data from the Beginning Postsecondary Students Longitudinal Study, this study provided insight into the success of first-time nontraditional-aged students who initially enrolled at a community college and transferred to a four-year institution in the United States. Analyses from a binary logistic regression indicated that the timing of a student's transfer, their cumulative loan amount, and support from their peers shared a positive relationship with bachelor's degree attainment. Results also indicated that having children and being married had no significant effect on a nontraditional-aged transfer student's likelihood of degree completion at four-year institutions. [ABSTRACT FROM AUTHOR]

Portrayals of teachers, students and universities in the popular cultural texts of dark academia are far removed from the lived realities of teaching academics in the contemporary, digital, neoliberal university. Pathways educators, who teach large numbers of non-traditional students in tertiary preparation programmes mostly online, are almost completely silenced in much of popular and academic discourse about the idealised university. This paper disrupts such romanticised representations of academia through personal reflections on four well-known films aligned with dark academia subcultures: Dead Poets Society, Good Will Hunting, The Riot Club and Mona Lisa Smile. Through their first voice writings, six pathways educators working together at a regional Australian university come together to flip the script on the fantasy academy. From six diverse origin stories, a collective voice emerges, telling a new, co-written story based on our lived experiences of teaching and learning from the underrepresented margins of the neoliberal academy. [ABSTRACT FROM AUTHOR]

Education is a critical determinant of student success; however, numerous factors hinder degree completion among some Filipinos. In this context, 'non-traditional students' encompass out-of-school children, youth, and adults. This demographic exhibits an elevated dropout risk compared to other students. Specifically, in Lipa City, only 89.42% of non-traditional students complete their programs, with a dropout rate of 10.58%, which prompted the conduct of the present study. Using a correlational research design, this study investigates the correlation between self-determination and academic persistence among non-traditional students. Survey instruments, including a demographic data form, the Self-Determination Student Scale, and the Academic Persistence Scale, were administered to 150 randomly selected participants. Findings indicate high levels of self-determination and academic persistence, with a positive correlation between the two variables: as self-determination increases, so does academic persistence. However, the sub-factor of relatedness within self-determination scored moderately, as did the implementation subscale of academic persistence. These results highlight the need for collaborative efforts from teachers, the Department of Education, and other stakeholders to enhance interpersonal skills and persistence among non-traditional students, thereby improving completion rates. The study recommends that mobile teachers support students in developing time management skills and organizing team-building activities to foster peer socialization. Future research should explore additional factors influencing academic persistence and employ diverse research designs to obtain more comprehensive data beyond the scope of correlational studies. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background Study: Asynchronous online discussions are vital venues for collaborative knowledge construction. However, the lack of appropriate instruction designs poses challenges in promoting deep and substantive engagement with the core subject matter. This paper explores how to enhance adult students' knowledge construction in the context of asynchronous online discussions at an open university in Taiwan. Objectives: This study explores instructional designs aimed at promoting online knowledge construction among adult students and overcoming barriers to this process. Methods: This study used a convergent parallel mixed methods design to collect concurrently both quantitative data from the students' online discussion postings for content analysis and qualitative data from the focus group and individual interviews, the online open‐ended questionnaire, and the instructor's observation logs for thematic analysis. Then the results were merged in the interpretation stage. Results and Conclusion: The research highlights the significance of instructional designs in influencing students' level of knowledge construction during online discussions. The findings suggest that instructional designs that provide teacher‐led interim summaries, pose Socratic questions, and incorporate problem‐solving projects can promote higher‐level knowledge construction. However, time constraints, cultural influences, and unfamiliarity with peers negatively affected higher‐order knowledge construction. To address these challenges, culturally responsive and technologically inclusive instructional designs that take into account the specific challenges faced by adult learners are proposed to enhance learning outcomes through active participation. Limitation: The study's limited sample size warrants further research with a larger and more diverse cohort to validate the effectiveness of the proposed instructional designs. Another limitation is the lack of a robust theoretical base for the instructional strategies presented by the current action‐research study. Further examination and broader exploration in online education are needed to prop up proposed pedagogical approaches. Lay Description: What is currently known about this topic: Online discussions are essential for collaborative knowledge construction among adult students.Existing research primarily indicates that online knowledge construction often remains at a basic level, predominantly involving the sharing and comparing of information. What this paper adds: This study explores instructional designs aimed at elevating online knowledge construction among adult students at an open university in Taiwan.It identifies specific instructional strategies, such as teacher‐led interim summaries, the use of Socratic questioning, and the integration of problem‐solving projects, as effective in promoting higher‐level knowledge construction.The paper also sheds light on the challenges hindering higher‐order knowledge construction, including time constraints, cultural influences, and unfamiliarity among peers. Implications for practice and/or policy: The findings underscore the need for culturally responsive and technologically inclusive instructional designs. These should be tailored to the unique challenges faced by adult learners, particularly in asynchronous online environments.The paper suggests that such instructional designs can significantly improve learning outcomes by fostering more active and deeper participation in online discussions.It also highlights the importance of further research to validate these strategies, given the study's limited sample size and the need for a more robust theoretical foundation for the proposed instructional methods. [ABSTRACT FROM AUTHOR]

Blended Learning (BL) as a pedagogical approach has increased in significance during the COVID-19 pandemic, with blended and online learning environments becoming the new digital norm for higher educational institutions around the globe. While BL has been discussed in the literature for thirty years, a common approach has been to categorise learner cohorts to support educators in better understanding students' relationships with learning technologies. This approach, largely unsupported by empirical evidence, has failed to adequately address the challenges of integrating learning technologies to fit with non-traditional students' preferences, their BL self-efficacy and the associated pedagogical implications. Focusing on student preference, our study presents findings from a pre-COVID survey of undergraduate students across four campuses of an Australian regional university where students shared their learning technology preferences and the self-regulated learning that influenced their academic self-efficacy in a BL context. Findings show students want consistency, relevance, and effectiveness with the use of BL tools, with a preference for lecture recordings and video resources to support their learning, while email and Facebook Messenger were preferred for communicating with peers and academic staff. Our study suggests a quality BL environment facilitates self-regulated learning using fit-for-purpose technological applications. Academic self-efficacy for BL can increase when students perceive the educational technologies used by their institution are sufficient for their learning needs. [ABSTRACT FROM AUTHOR]

There has been anything concretely existing in the world must have some spatial direction or location, therefore the spatial ability seems to be a central aspect of human adaptation and it requires use and transformation of spatial information in certain understandable ways. This paper describes a study carried out with the traditional and non-traditional school students of Varanasi city to explore the development of spatial language. The objective of this study is to explore the development of spatial language in traditional and non-traditional schools children. The study was conducted with 105 students from three different types of school (Sanskrit-medium, Hindi-medium and Urdu- medium schools) at Varanasi city and aged 10-15 years. A number of spatial tasks and procedures (Route Task & Perspective Task) were used to assess the spatial frames of reference students used in describing and interpreting various spatial displays. Traditional school children (Sanskrit & Urdu medium school) used more geocentric language as compared to non-traditional school (Hindi medium school) children in describing and interpreting spatial displays. [ABSTRACT FROM AUTHOR]

Adults who are beginning or returning to finish a degree program at midlife face different challenges than do their younger counterparts whose college experience begins at 18 years of age. We suspect that internalized ageism, defined as self-directed ageist attitudes and behaviors, may hinder nontraditional age students along with the experience of individual and institutional ageism. To evaluate this notion, we assessed the prevalence of self-reported positive and negative ageist behaviors in 205 students (M = 21.95, SD = 7.28, age range: 16-52 years) and 29 faculty (M = 49.55, SD = 11.07, age range: 33-71 years) in a community college in southeast Louisiana in the spring of 2019. All completed the Relating to Older People Evaluation (ROPE; Cherry & Palmore, 2008) and an open-ended question on how they viewed middle-aged students. Quantitative analyses indicated that students' ROPE scores exceeded those of the faculty and more positive than negative ageist behaviors were reported. Qualitative analyses revealed mostly positive expectations of middle-aged students among narrative responses to the open-ended question. As a follow-up, 10 nontraditional age students were individually interviewed in person to obtain an in-depth assessment of their community college experience. Strong evidence of internalized, individual, and institutional ageism were evident in their responses. Their narratives also revealed atypical life experiences and rich details of faculty-level and institutional-level policies that supported or hindered their academic progress. Implications of these data for addressing ageism on multiple levels in higher education are considered. [ABSTRACT FROM AUTHOR]

Higher education has become much more accessible to people from disadvantaged groups due to advocacy and legislative changes. But even with this support, students from disadvantaged groups still face barriers at all stages of their academic and professional careers. Higher education institutions continue to view students from disadvantaged groups as less academically prepared, less interested, and with high dropout potential, providing financial rather than academic support services. Student ambassadors are a widely used outreach and support intervention in some higher education institutions. Furthermore, researchers consider it an effective strategy for expanding access, placing considerable emphasis on analyzing its effects on the individuals receiving support. This work illustrates a model of inclusive higher education (IHE), successfully implemented at the University of Bucharest, through a student ambassador program. Student Ambassadors offers university students from disadvantaged groups the opportunity to learn and develop alongside peers in an accessible and diverse academic environment. This paper provides an insight into inclusion in higher education and strategies that can be applied on a university campus to ensure access to non-traditional learners or students from disadvantaged groups. Also, suggestions for implementing inclusive university practices are presented. This article, conceived and co-written with the student ambassadors, is their reflective account of their experience as student ambassadors in supporting students from disadvantaged groups, as well as their fellow undergraduate peers who are considered underrepresented students. Their reflections remind us that they have huge potential for supporting inclusion in higher education and facilitating access to the labour market. [ABSTRACT FROM AUTHOR]

The expansion of higher education has led to a more diverse student population, theorized around the concept of the non-traditional student. This term is used to describe students whose socio-demographic characteristics, motivations, study engagement and experiences differ from those of traditional higher education participants. The non-traditional student population is a highly heterogeneous group in which the individual student presents with specific motivations, needs, and constraints, but a common requirement is for more flexible teaching and learning methods to meet their complex educational needs. We here examine this demand for flexibility through the preferences students express for online teaching methods, and we investigate whether differences between traditional and non-traditional students are mainly due to inequalities, the role of parental education in particular, or on the contrary, whether they are related to certain characteristics such as age, employment and residential status. The data used in this investigation was collected during the period characterized by the containment measures linked to the Covid-19 pandemic from students enrolled at the University of Bologna. The results of the investigation presented below confirm that non-traditional students exhibit a clear preference for online as opposed to face-to-face learning and that parental education is particularly relevant for those under 25. [ABSTRACT FROM AUTHOR]

The purpose of this study was to evaluate college students' inclusivity and openness for modifications made for those with physical disabilities in intramural sport. Participants were 268 students from two midwestern universities. Attitudes toward inclusivity and modification were assessed using the Collegian Attitudes toward Inclusive Recreation (CAICR) Scale. Data were analyzed using multiple linear regression. Results show that positive attitudes toward inclusivity increased as students got older, and male students were less likely to be inclusive compared to female students. Students majoring in education and human services fields had more positive attitudes toward inclusion than those in arts and sciences fields did. Being a non-traditional student was the only and strongest predictor of less positive attitudes toward modification. Findings demonstrate that students in the two midwestern colleges may have welcoming attitudes toward individuals with physical disabilities in intramural sports; however, they may be less willing to make modifications, particularly among non-traditional students. [ABSTRACT FROM AUTHOR]

Introduction: Since the mid-20th century, the number of adult students enrolled in formal higher education (HE) programs has significantly increased. The profile of non-traditional students differs significantly from that of traditional students in terms of their characteristics, learning methods, obstacles and challenges, motivations for learning, and conditions for effective learning. Unlike traditional students, adult students often balance family, work, and educational responsibilities, necessitating a more nuanced approach to support and guidance. However, most HE institutions primarily serve the needs of traditional student populations, which results in limited support available to adult students. This scoping review aimed to explore and map the existing literature on the role of adult (or non-traditional) students counseling in the context of formal HE. Methods: We focused on literature related to academic advising for nontraditional students in formal HE, restricting our search to both empirical and non-empirical articles published in peer-reviewed journals between 2010 and 2022. Employing Arksey and O'Malley's scoping review method and the PRISMAScR Checklist, we searched four databases (EBSCOhost, Crossref, Semantic Scholar, and ERIC), supplemented by a manual search. Results: Of the 1,330 articles identified and screened, 25 studies met the eligibility criteria. Our review included 17 empirical and eight non-empirical studies, with the majority conducted in the USA (21 of 25). Thematic analysis revealed five key research areas (or themes): academic advising practices, perceptions of advising, technology, and advising, advising models, and academic success. The most common research theme, advising practices for adult (undergraduate and doctoral) students, constituted 52% of the studies (n = 13). Discussion: Drawing from our analysis, we discuss current trends and future development in advising non-traditional students within formal HE settings. The added value of academic advising for adult students is explored, and any potential gaps in research literature knowledge are identified. [ABSTRACT FROM AUTHOR]

The UCLA Folklore & Mythology Group inspired the author plus afellow alumna to plan daunting media projects. As older students, they were totally accepted and empowered by faculty and classmates involved with innovative projects. The two women contacted mothers of Steven Spielberg and Vidal Sassoon; they conducted interviews in a department store window at Hollywood and Vine; the NEH and NEAfunded them. They demonstrated how formal training infolklore can lead to myriad and unexpected career trajectories. [ABSTRACT FROM AUTHOR]

Universities are grappling with the task of establishing an effective academic framework for nurturing and educating social entrepreneurs. This gives rise to three critical research questions. First, how can we improve accessibility to social entrepreneurship programs within universities? Second, which learning model(s) would yield the greatest impact in cultivating social entrepreneurs? Finally, what specific content should take precedence in educating both current and future social entrepreneurs? To tackle these concerns, universities must open their doors to non-traditional students and facilitate the integration of actual social entrepreneurs into classrooms alongside their conventional peers. They should employ pedagogical tools that prioritize active learning, impart crucial soft skills, and advocate for both economic and intellectual diversity. Moreover, they should place emphasis on two key content areas—effectual logic and value co-creation—within their social entrepreneurship programs. [ABSTRACT FROM AUTHOR]

Despite high college expectations and enrollments among young people, their trajectories through higher education have become increasingly complex. Even after initially starting as "traditional" students, many college graduates are only able to complete a bachelor's degree after a series of stops and starts across multiple institutions. While there is a growing body of research regarding nontraditional students, we know very little about how these individuals make sense of their trajectories. This qualitative study draws on interviews with 40 college graduates who attained a bachelor's degree following an extended and interrupted path. We consider how these individuals, who we define as post-traditional graduates, come to understand the value of college, distinguishing between the moral value, referred to as the expressive logic, and more practical and economic explanations, referred to as the instrumental logic. Our study found that an instrumental logic characterized the beginning of their college journeys, but what sustained our participants over time was an expressive logic: an evolved understanding of college as a process conferring personal development and moral worth. [ABSTRACT FROM AUTHOR]

Equity in assessment has been a major issue plaguing the higher education sector for a long time and although efforts have been made to implement a variety of assessments to address this issue, the assessment design tends to ignore the increasingly diverse student population. This article assesses the equity of Interactive Oral Assessments (IOAs) based on the principles of the McCES framework: match, comprehensible, challenge, elicit, and scaffold. Accordingly, the process of designing and administering IOAs is compared with each of the five principles and shows that the assessment environment for students from equity backgrounds is significantly improved. To do this, the data collected from teaching staff and students from a two-year mixed methods research project at a regional university in Australia is used to evaluate the claim. The findings demonstrate that IOAs offer an opportunity to assess students’ learning and clarify their ability to achieve learning outcomes which aligns with the McCES framework; therefore, it is argued that IOAs are an equitable assessment approach. The implications of the findings for academics, students, and educational institutions are significant. For academics, they can be confident that their assessment approach is equitable. For non-traditional students, the chances of succeeding in assessments and improvement in learning are enhanced. For educational institutions, a direct impact on reducing the gap between the performance of mainstream students and non-traditional students in relation to retention, attrition, and successful completions is expected. [ABSTRACT FROM AUTHOR]

Despite the increasing number of non-traditional doctoral researchers, this population's experiences remain largely understudied and their voices unheard. Through in-depth interviews with 24 part-time online doctoral candidates, we explored the perceived facilitators and barriers to academic integration and sense of belonging, as well as how online delivery influences the doctoral journey. Reflexive thematic analysis revealed a strong drive for participation, sometimes matched by the supervisor but rarely supported by the institution, which in the end does not sufficiently promote community building. Online delivery was viewed as both a blessing for the accessibility it enabled and a curse due to pervasive feelings of isolation and virtually non-existent peer networks. Online doctoral researchers coped by breaking free from the fully online model whenever possible to seek in-person and synchronous interactions and guidance. We conclude that online doctoral candidates constitute an ultraperipheral population in the academic landscape. Support provided by online PhD programmes should be modelled after the actual needs of their non-traditional students. [ABSTRACT FROM AUTHOR]

This study examined nontraditional students using linguistic inquiry and word count (LIWC) of their reflective writing assignments. Participants included 364 adult students enrolled in a degree completion program. Data comprised a multiweek reflective writing assignment and demographic data, linguistically and statistically analyzed. The study found that nontraditional students have low clout, a high drive for achievement, and a high motive of allure. In addition, students participating in credit for prior learning (CPL), also referred to as prior learning assessment (PLA), have statistically higher analytical thinking, drive for affiliation, and reward as motive. These results offer implications for prospective and nontraditional students, for academic advisors and instructors, and for higher education institutions and CPL programs. [ABSTRACT FROM AUTHOR]

In higher education the COVID-19 pandemic has accelerated a shift to online learning. Despite its uncommon practice in universities, designing courses with both flexible delivery and assessments has demonstrated enhanced understanding and improved application to professional contexts, particularly benefiting older students working fulltime and managing caregiving responsibilities. Using a mixed methods approach, combining qualitative and quantitative feedback through student surveys and learning management system data, this study reveals that a hyperflexible approach effectively accommodates students, particularly those with conflicting family and professional commitments. While peer-to-peer engagement was reported to be negatively affected, students perceive this as an acceptable trade-off to flexible learning. Although not universally applicable, hyper-flexible teaching proves highly beneficial for non-traditional students with professional and personal obligations, fostering a positive learning environment conducive to deeper understanding. [ABSTRACT FROM AUTHOR]

An increase in student veterans on campuses creates issues similar to the growing population of other nontraditional students, yet unique experiences for this population. Although higher education environments are working to provide on-campus support for military populations, student veterans continue to report issues with communication, understanding, and support for their military service. This study investigated student veteran experiences of the higher education classroom on a southeastern university campus. Overall, the majority of participants reported positive interactions with professors but struggled with peers and schedules. Included are implications for working with student veterans in higher education. [ABSTRACT FROM AUTHOR]

Purpose: Based on student responses to a set of customized questionnaires, this study aims to present evidence that while student evaluations of instructors and courses remain consistent, a designated mobile app enhances perceived online learning experience. Design/methodology/approach: This study addresses quality assurance issues in accelerated online graduate-level education by identifying factors that influence nontraditional adult student preferences for using mobile applications (apps). Findings: It is evident that affordability and functionality are the two most important determinants of nontraditional student preferences for app-based learning, followed by mobility and ease of purchase. Originality/value: These findings underscore the potential of app learning to bolster positive perceptions of online education. Findings of this study imply that integrating additional app learning tools can be used as a quality assurance mechanism and enhance nontraditional students' satisfaction through improving their perceived online learning experience. [ABSTRACT FROM AUTHOR]

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Copyright of HETS Online Journal is the property of Hispanic Educational Technology Services, Inc. (HETS) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The editorial discusses the ethical considerations surrounding the use of generative artificial intelligence (AI) in research writing. While AI tools like ChatGPT and Copilot offer significant benefits in streamlining research processes and democratizing access to information, they also raise concerns related to plagiarism, bias, intellectual property, and data security. The editorial emphasizes the importance of libraries in promoting ethical AI practices through education, guideline development, equity promotion, and cultivating an ethical research culture. It calls for collaboration among researchers, technologists, ethicists, policymakers, and librarians to develop and enforce guidelines that prioritize fairness, transparency, accountability, and privacy protection in AI usage. [Extracted from the article]