Non-Traditional Adult Students: Reflecting About their Characteristics and Possible Implications for Higher Education

A comparison of the academic outcome of chiropractic students on full-time and full-time equivalent chiropractic education routes

“…A number of studies show that the nontraditional students tend to be intrinsically motivated, focused, responsible for their own learning, and capable of excellent academic achievement. 6,7 In addition, nontraditional students face great time restrictions due to work and family commitments, but despite this and no doubt due to their maturity and life experience, their time management skills are generally excellent and, consequently, are potentially better equipped to cope with the stresses of studying. 2 Although the stresses and problems with studying a clinical course have been previously studied in a variety of academic settings, including chiropractic training, [21][22][23] this was not explored in this study.…”

“…2 This type of student population tends to be intrinsically motivated, focused, responsible for their own learning, and capable of excellent academic achievement. 5,6 However, they are demographically different and learn differently from the traditional student group and often have time restrictions due to many external responsibilities and commitments. 7 Compared with the more traditional FT route, the FTE route is delivered in a classic extended weekend and summer school format across a longer academic year, with the academic year for this route running from January to November in each year.…”

Technology and Adult Students In Higher Education: A Review of the Literature

“…Indeed, the title of adult learning tended to refer exclusively to students who were not considered traditional college students. When referring to students as being non-traditional, the literature tended to rely on identifying individuals who fit into one or more of several common categories of students: entry to college delayed by at least one year following high school, age older than 25, having dependents, being a single parent, being employed part or full time, being financially independent, attending part time, not having a high school diploma, and possessing life or work experience external to educational institutions (Baptista, 2013;Kenner & Winnerman, 2011;Plageman, 2011;Ross-Gordon, 2011;Hines, 2006).…”

“…From 2000-2009, these institutions have seen a 30% increase in enrollment of students aged 25 and over, with these groups making up 39%-42% of the total enrollment in these institutions (Snyder & Dillow, 2012). These students form a distinct population in that they often bring rich personal and employment experiences to the classroom, may struggle to support multiple roles and responsibilities above and beyond those of traditional learners, and can require significant adjustments in terms of their learning styles, needs, and abilities (Baptista, 2013;Ross-Gordon, 2011).…”

The Effects of Audio Comedy Test on Listening Comprehension Skills of EFL Learners

“…as problem-based learning environments which integrate technology in classes (Hanna, 2002). English learners at this level are mature enough to prepare for their future careers and responsible enough to take their commitment as students seriously (Baptista, 2011). Undergraduate students can make use of learning-oriented multimedia, e.g., verbal and visual, to improve their English listening (İnceçay & Koçoğlu, 2017).…”