Achievement Motivation Goals in Traditional and Non-Traditional College Students

Hoyert, Mark S .; O'Dell, Cynthia D.

doi:10.1037/e413782005-516

Cited by 13 publications

(23 citation statements)

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“…The non-traditional cohort is more focused on learning mastery, pressed for time, and appreciative of a course that is “flexible and well-organized” (Hoyert and O'Dell, 2009). Properly designed and executed by trained teachers, the blended/hybrid format may best fulfill these needs.…”

Section: Discussionmentioning

confidence: 99%

The quest for knowledge transfer efficacy: blended teaching, online and in-class, with consideration of learning typologies for non-traditional and traditional students

Doorn

2014

Front. Psychol.

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The pedagogical paradigm shift in higher education to 24-h learning environments composed of teaching delivery methods of online courses, blended/hybrid formats, and face-to-face (f2f) classes is increasing access to global, lifelong learning. Online degrees have been offered at 62.4% of 2800 colleges and universities. Students can now design flexible, life-balanced course schedules. Higher knowledge transfer rates may exist with blended course formats with online quizzes and valuable class time set for Socratic, quality discussions and creative team presentations. Research indicates that younger, traditional students exhibit heightened performance goal orientations and prefer entertaining professors who are funny, whereas non-traditional students exhibit mastery profiles and prefer courses taught by flexible, yet organized, professors. A 5-year study found that amongst 51,000 students taking both f2f and online courses, higher online failure rates occurred. Competing life roles for non-traditional students and reading and writing needs for at-risk students suggest that performance may be better if programs are started in f2f courses. Models on effective knowledge transfer consider the planning process, delivery methods, and workplace application, but a gap exists for identifying the diversity of learner needs. Higher education enrollments are being compromised with lower online retention rates. Therefore, the main purpose of this review is to delineate disparate learning styles and present a typology for the learning needs of traditional and non-traditional students. Secondly, psychology as a science may need more rigorous curriculum markers like mapping APA guidelines to knowledge objectives, critical assignments, and student learning outcomes (SLOs) (e.g., online rubric assessments for scoring APA style critical thinking essays on selected New York Times books). Efficacious knowledge transfer to diverse, 21st century students should be the Academy's focus.

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Section: Discussionmentioning

confidence: 99%

The quest for knowledge transfer efficacy: blended teaching, online and in-class, with consideration of learning typologies for non-traditional and traditional students

Doorn

2014

Front. Psychol.

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“…Ten dospěl k závěru, že zkoumaní britští netradiční studenti mají daleko častěji než jejich mladší kolegové hloubkový přístup k učení (Richardson, 1995). Hoyert a O'Dell (2009) navíc ukazují, že orientace na učení přináší zkoumaným starším studentům i lepší studijní výsledky. Zjištění, že starší (netradiční) studenti dosahují srovnatelných, nebo dokonce lepších výsledků, ostatně patří ke stálicím mezi výzkumnými výsledky (srov.…”

Section: Studium Netradičních Studentůunclassified

Netradiční vysokoškolští studenti: charakteristiky a potenciál odloženého studia

Brücknerová¹,

Rabušicová²

2019

Studia paedagogica

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AbstraktČlánek je věnován tématu tzv. netradičních studentů v terciárním vzdělávání. Nejprve vysvětlujeme, proč považujeme za důležité se tomuto tématu věnovat, a to tím, že upozorňujeme na změny v širším společenském kontextu. Konkrétně se jedná o proměny tradiční podoby univerzitního studia a o proměny individuálních životních drah. V tomto kontextu shrnujeme, jak je možné skupinu netradičních studentů vymezit, přičemž v této studii je pro nás klíčovým dělítkem přetržka ve vzdělávací dráze po ukončení střední školy. U takto vymezené skupiny za pomoci rešerše primárně zahraniční literatury odpovídáme na následující otázky: s jakými motivy na vysokou školu vstupují, jaká jsou specifika při přechodu do studia a čím se vyznačuje jejich studium. Výsledkem je pohled na netradiční studenty jako na rostoucí skupinu, která má potenciál významně obohatit terciární vzdělávání.Klíčová slova netradiční studenti, vysokoškolští studenti, celoživotní učení, terciární vzdělávání, kariérní dráha, životní dráha Abstract The paper addresses the topic of so-called nontraditional students in tertiary education. We first explain why we believe it is important to examine the topic by referring to changes in the broader social context. More specifically, we focus on transformations of the traditional form of university study and individual life paths. In this context, the paper shows that nontraditional students can be defined with the help of a break in their educational path after finishing secondary school. Using research published primarily abroad, the paper answers the following questions about the group thus defined: (1) what our subjects' motivations are for entering higher education, (2) what the specifics that characterize this transition are, and (3) what is typical for these students' study. The paper thus provides a perspective on nontraditional students as a growing group with the potential to significantly enrich tertiary education.

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“…Our non-traditional student assessment was conducted at an urban university with a large non-traditional student population. For the purposes of the present study, we broadly defined "non-traditional student" as a student who was not of traditional college age (18)(19)(20)(21)(22)(23), worked full-time, acted as a primary caregiver / parent, or belonged to a historically underrepresented group. Of the 87 students in the sample, 98% were African American, 65% were parents or primary caregivers of children, 67% held full-time jobs, and 100% lived off-campus.…”

Section: Participantsmentioning

confidence: 99%

“…Due to financial and time restrictions, this need is likely greatest among nontraditional student populations [11]. Since previous work has suggested that traditional and non-traditional students may respond differently to various aspects of the learning situation [22][23][24], we were interested in assessing RMT in a non-traditional student environment. Further, ITS research has suggested that students who use an ITS when they are beginning to learn a topic may benefit more than students who are more advanced in their understanding.…”

Section: Introductionmentioning

confidence: 99%

Intelligent Tutoring in a Non-Traditional College Classroom Setting

Arnott-Hill

Hastings²,

Allbritton³

2012

IJAP

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Research Methods Tutor (RMT) is a web-based intelligent tutoring system designed for use in conjunction with introductory research methods courses. RMT has been shown to result in average learning gains of .75 SDs above classroom instruction in traditional college environments. However, a primary goal of the RMT project is to provide greater access to tutoring for students without access to traditional one-on-one human tutoring. Therefore, we further tested RMT's effectiveness at a university that enrolls primarily non-traditional students. Although we again found evidence of RMT's effectiveness, a few key outcome differences between traditional and non-traditional environments emerged, including perceptions of the pedagogical agent and access to the system.

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Achievement Motivation Goals in Traditional and Non-Traditional College Students

Cited by 13 publications

References 0 publications

The quest for knowledge transfer efficacy: blended teaching, online and in-class, with consideration of learning typologies for non-traditional and traditional students

The quest for knowledge transfer efficacy: blended teaching, online and in-class, with consideration of learning typologies for non-traditional and traditional students

Netradiční vysokoškolští studenti: charakteristiky a potenciál odloženého studia

Intelligent Tutoring in a Non-Traditional College Classroom Setting

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