What Makes a Student Non-traditional? A Comparison of Students Over and Under Age 25 in Online, Accelerated Psychology Courses

Tilley, Brian P.

doi:10.2304/plat.2014.13.2.95

Cited by 30 publications

(23 citation statements)

References 27 publications

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“…Higher age is recognized as the most consistent feature of NTSs (Tilley, 2014), but the lower age limit varies from 23 to 26 in accordance with the particular educational context (Bennett, Evans, & Riedle, 2007;Bourgeois, De Viron, Nils, Traversa, & Vertongen, 2009;Chao & Good, 2004;Forbus, Newbold, & Mehta, 2011;Hart, 2003;Kim, 2002;Rosário et al, 2014;Scott & Lewis, 2012). Therefore, we use the definition of a student based on Czech legislation, in which a student is "a child until the end of compulsory schooling, and thereafter, not later than the age of 26, if he/she is continuously preparing for a future profession" (Czech Act No.…”

Section: Non-traditional Students In the Czech Contextmentioning

confidence: 99%

Driven To Be a Non-Traditional Student: Measurement of the Academic Motivation Scale with Adult Learners After Their Transition to University

Novotný¹,

Brücknerová²,

Juhaňák³

et al. 2019

Studia paedagogica

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Non-traditional students represent an important group of university students, and that is why their motivation to study is an important factor that affects current university education. This study investigates the academic motivation of Czech students who are considered non-traditional because of their age (they are older than 26) and at the same time have experienced a break of at least one year in their formal educational trajectory. The Czech version of the Academic Motivation Scale (AMS) has been used to measure academic motivation. The purpose of this study is to examine the factor structure of the Czech version of the AMS on a sample of 1,885 first-year students at Masaryk University and determine if this tool is functional even on a specific group of non-traditional students and to identify differences in particular types of academic motivation between traditional and non-traditional students. The results of confirmatory factor analysis showed that the Czech version of the AMS is a valid scale with a factor structure corresponding to the original model, and based on measurement invariance analysis we can state that the Czech version of the AMS can be used to compare traditional and non-traditional students. The results of regression analyses suggest that non-traditional students had significantly higher values for all types of intrinsic motivation and lower values for most types of extrinsic motivation. In the case of amotivation, it was again the non-traditional students with significantly lower values, which suggests that the absence of a motivation to study tends to be more common in younger students who are continuously receiving formal education.

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Section: Non-traditional Students In the Czech Contextmentioning

confidence: 99%

Driven To Be a Non-Traditional Student: Measurement of the Academic Motivation Scale with Adult Learners After Their Transition to University

Novotný¹,

Brücknerová²,

Juhaňák³

et al. 2019

Studia paedagogica

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“…Por otra parte, la formación de una IP podría verse afectada por el acceso cada vez mayor a las universidades de aquellos estudiantes denominados no tradicionales (Tilley, 2014). Un estudiante no tradicional es aquel que además de estudiar, presenta una mayor responsabilidad familiar y/o laboral, un atraso en el acceso a la educación superior, que pertenece a un grupo étnico, o presenta una discapacidad.…”

Section: Introductionunclassified

Predictores de identidad profesional en estudiantes de psicología: un estudio de análisis de senderos

Cuadra-Martínez

Pérez-Zapata

Sandoval-Díaz

et al. 2019

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El objetivo de este estudio fue determinar la relación entre identidad profesional, identidad estudiantil universitaria, autoeficacia académica, autoeficacia profesional, créditos cursados y dificultad percibida ante la carrera, en estudiantes de psicología tradicionales y no tradicionales. Se utilizó un diseño transversal y un muestreo no probabilístico de 136 estudiantes de psicología de una universidad pública del norte chileno. Se aplicaron cuatro escalas y una encuesta sociodemográfica. Se realizó estadística descriptiva, análisis de correlación de Pearson, análisis de varianza (ANOVA) y análisis de senderos. Se encontraron diferencias significativas en la autoeficacia académica y profesional de estudiantes tradicionales y no tradicionales, y un modelo que predice la identidad profesional a partir de las variables identidad estudiantil universitaria, autoeficacia académica, autoeficacia profesional, créditos cursados y dificultad percibida ante la carrera (R2 = .24). Los resultados se discuten en función de la literatura existente.

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“…Institutions are developing more online learning opportunities, and students are gravitating towards those options for many of their educational needs, despite continued concern about retention (Allen & Seaman, 2014;Xu & Jaggars, 2014). Online courses tend to be attractive options for non-traditional students who may not respond to the same teaching techniques as traditional students (O'Shea et al, 2015;Tilley, 2014). Studies focused on improving student outcomes in traditional classrooms cannot necessarily be translated into successful teaching techniques in the online class (Ortagus, 2017).…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Not only are the social interactions in online learning varied due to affordances in communication technology, but the students themselves are typically different than students in traditional classes. Students who choose to enroll in online courses are usually older and have non-academic commitments such as work or family (O'Shea et al, 2015;Tilley, 2014). In post-secondary education, online students may be returning to an academic role after several years of being outside the educational system.…”

Section: Statement Of the Problemmentioning

confidence: 99%

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Asynchronous Video and the Development of Instructor Social Presence and Student Engagement

Collins¹

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Enrollment in online learning continues to grow in the higher education sector, along with persistent goals dedicated to achieving better student outcomes and lowering attrition rates. Improved student engagement has been shown to possibly reduce attrition rates through a greater sense of connectedness and decreased feelings of isolation among online learners. Through the development of a classroom community, the online learner may feel supported and engage more often in the learning process. The instructor plays a major role in the development of the classroom community. Instructor social presence may be the most important factor in building the relationships that foster learning and retention. Through communication, the instructor conveys the necessary immediacy behaviors required to cultivate these interpersonal relationships. Discovering methodology that can facilitate the development of instructor social presence and foster student engagement is necessary for improving online learning outcomes and retention. With improved technology that allows for enhanced communication in online classrooms, the use of asynchronous video may be an effective way to improve instructor social presence and student engagement. This quasi-experimental design aimed to determine whether asynchronous video or text-based communication increased students' perceptions of instructor social presence and student engagement in an online graduate classroom. After analyzing the data, significance was found for student engagement based on the number of discussion posts, p=.003, and length of discussion posts, p=.012. Students in the group who received text-based communication demonstrated increased student engagement in voluntary discussion boards as opposed to students in the group who received asynchronous video. There was no significant difference found for instructor social presence between the two groups, p=.136. The participants of the study were students enrolled in two sections of an online Masters of Occupational Therapy

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What Makes a Student Non-traditional? A Comparison of Students Over and Under Age 25 in Online, Accelerated Psychology Courses

Cited by 30 publications

References 27 publications

Driven To Be a Non-Traditional Student: Measurement of the Academic Motivation Scale with Adult Learners After Their Transition to University

Driven To Be a Non-Traditional Student: Measurement of the Academic Motivation Scale with Adult Learners After Their Transition to University

Predictores de identidad profesional en estudiantes de psicología: un estudio de análisis de senderos

Asynchronous Video and the Development of Instructor Social Presence and Student Engagement

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