From Adults to Non-Traditional Students to Lifelong Learners in Higher Education: Changing Contexts and Perspectives

Schuetze, Hans G.

doi:10.7227/jace.20.2.4

Cited by 37 publications

(22 citation statements)

References 8 publications

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“…Mature students have been a growing group of applicants to higher education for several decades (Evans & Nation, 1996;Pearce, 2017;Schuetze, 2014), although application numbers have fallen in recent years (UCAS, 2017). The Universities and Colleges Admissions Service (UCAS) (2017) found that in 2017, 10.4% of successful HE applicants from the UK were mature, and in 2018, the number of acceptances for students aged 26 and over increased by 6.7% (UCAS, 2018).…”

Section: Mature Studentsmentioning

confidence: 99%

Bringing technology to the mature classroom: age differences in use and attitudes

Staddon

2020

Int J Educ Technol High Educ

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Mature students are anecdotally thought to be more anxious about technology than younger students, to the extent that they avoid using technology. This is a problem in today's higher education classrooms which often use a range of learning technologies, particularly as cohorts are becoming more and more likely to contain mature students. Previous work examining the attitudes of mature students to technology no longer reflects contemporary student age profiles or the current technological landscape. This study asks whether modern mature students in a UK university have more negative attitudes towards technology than younger students, and whether their usage of technology is different. A new diagnostic instrument, the Technology Attitudes Questionnaire, was developed to determine how students use technology for course activities and personal use, and their attitudes towards technology more generally. It was found that mature students use fewer technologies than younger students and use them less frequently, but have used them for a longer period over their lives. No difference was found for attitudes towards technology between the mature and younger groups. This research aims to contribute to the wider field of technology attitudes and use, particularly for the modern mature student cohort. These findings can be used to inform how educators design learning resources and use technology on their courses, working towards an age-inclusive programme. IntroductionThis paper conducts a timely exploration of students' attitudes towards digital technology and how students use technology, using a new instrument designed for purpose. It asks whether mature students have more negative attitudes towards technology than younger students, and how the usage differs between these two groups. It will be of use to educators who are designing resources using technology for use in higher education (HE) classrooms, which are more and more likely to contain mature students as part of a changing cohort. Additionally, it makes a wider contribution to the study of technology attitudes and use, an ongoing field that is continually changing with the evolving technology landscape and a changing student cohort.

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Section: Mature Studentsmentioning

confidence: 99%

Bringing technology to the mature classroom: age differences in use and attitudes

Staddon

2020

Int J Educ Technol High Educ

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“…Jejich rozhodování vstoupit na vysokou školu není termínováno, nemá vnější oporu 9 a na samotný proces rozhodování si musí potenciální student vyhradit čas během vytížení v pracovním i osobním životě. Schuetze (2014) upozorňuje, že netradiční studenti mohou být ohroženi již při samotném výběru školy kvůli špatné informovanosti, nižší schopnosti orientovat se v akademických standardech kvality a kvůli vlastním nerealistickým očekáváním. Mohou snadněji podlehnout nekorektním praktikám studijních nabídek a bez patřičné poradenské podpory je může jejich rozhodnutí přivést k méně vhodnému studiu.…”

Section: Specifika Netradičních Studentů Při Volbě Vysokoškolského Stunclassified

“…Pokud tedy Schuetze a Sloweyová (2002) či Twigg-Flesner (2018) formulují opatření, jimiž by vysoké školy měly netradičním studentům vycházet vstříc (modulové uspořádání kurikula, široká nabídka forem vzdělávání, e-learning, finanční, poradenská či mentorská podpora studentů), nejedná se ze strany vysokých škol o nějakou službu z milosti či nevratnou investici. Naopak, takové změny mohou mít pozitivní dopady nejen na studentskou obec (Schuetze, 2014), ale i na celkové prostředí vysokých škol.…”

Section: Závěr: Potenciál Netradičních Vysokoškolských Studentů Pro Tunclassified

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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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“…Within the paradigm of lifelong learning, learners are at the forefront: more specifically, they all have varying backgrounds and learning paths that bring them (back) to universities as lifelong learners. (Schuetze, 2014;Schuetze & Slowey, 2012). Universities need to respond more flexibly to individual learners' needs and changing market requirements.…”

Section: Introductionmentioning

confidence: 99%

Lifelong Learning at Universities: Future Perspectives for Teaching and Learning

Cendon¹

2018

J. New Approaches Educ. Res.

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This paper examines practices of teaching and learning in the era of digitalization. More specifically, it addresses practices of teaching and learning for students with professional experience who work alongside their studies. Based on the assumption that digitalization is a means of allowing more open and flexible pathways for teaching and learning in higher education, the paper focusses on the perspectives and perceptions of both students and teachers in digital supported teaching and learning environments as forms of blended learning. It brings together findings from two qualitative empirical studies: one focused on students' perspectives of their development over the course of their studies; the second addressed teachers' perspectives and their teaching strategies and activities. Based on the findings of these two research studies, the paper outlines future perspectives for teaching and learning and the role of digitalization, with a particular emphasis on programs of lifelong learning at universities.

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From Adults to Non-Traditional Students to Lifelong Learners in Higher Education: Changing Contexts and Perspectives

Cited by 37 publications

References 8 publications

Bringing technology to the mature classroom: age differences in use and attitudes

Bringing technology to the mature classroom: age differences in use and attitudes

Netradiční vysokoškolští studenti: charakteristiky a potenciál odloženého studia

Lifelong Learning at Universities: Future Perspectives for Teaching and Learning

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