Non-traditional roles

Non Traditional Students According to current estimates approximately 75 percent of college students are now nontraditional students – older than 25, attending school part time, and having delayed entry or reentry into college for a variety of personal reasons. Post secondary education is needed by such students to develop their careers and to acquire knowledge and skills required by a constantly changing global society. This trend is not restricted to North America; it is a worldwide phenomenon

on Practice: using learning journals in higher and continuing education Langer (2002) central focus is plainly stated in the introduction, which is “how the use of journals impacted the learning process of adult non-traditional students and how this impact compared to that of traditional students”. The purpose of this article critique is to analyze the strengths and weaknesses of the Langer (2002) article. The body of the critique will develop the five major elements, which begin with the research

Chapter 3 – Description of the Intervention The traditional and non-traditional students go through different obstacles when deciding on what degree courses they feel the is the most suitable for them. The traditional students at Talladega College have the options of taking more courses on campus and to physically interact with their teachers for quick and easy insight and feedback than the non-traditional student. Traditional students also have access to more degree programs and fewer chances of

Non-Traditional vs Traditional Learners - A Look at Statistics and Outcomes Historically, the quintessential college student leaves home at the age of 18 to live on a college campus for four years. These students have long been labeled as ‘Traditional’ college students with the learning category outliers such as Adult, Online, Part Time, and those working Full Time while earning a degree being considered Non-Traditional and a minority amongst students. However, the learning demographic across

changed over the course of the last decade, with nontraditional students encompassing between 50 and 75% of the undergraduate population. These nontraditional students possess the responsibility and self-regulation that is not commonly found in the traditional University student, as displayed in a research study performed by H. B. Slotnick, M. H. Pelton, and L. Tabor. Their motivation for education relies in their personal interests and satisfactions, job improvements, employment requirements, and their

college setting are classified non-traditional (Brown, 2007). Bill (2003) found that there was an 11% increase of non-traditional student enrollment from 1991-1998 displaying 35% in 91 and 46% in 1998. These numbers have since increased according to Jacobson & Harris (2008) showing that half to 75% of undergraduates consist of the non-traditional student sitting the reasons for reentering the college setting to be economic. What exactly defines a non-traditional student and what services may they

“reflecting on practice; and using learning journal in higher and continuing education. The article will compare non-traditional students and traditional student’s response to the computer classes that requires utilizing electronics learning journals in the classroom. Discussions regarding the approach and comprehension levels demonstrated by the non-traditional students and the traditional students as it relates to ‘technical’ computer class response to the requirements of “learning journals.” The

RUNNING HEAD: AN INSTRUCTIONAL COMPARISON BETWEEN An Instructional Comparison between Face-to-Face and On-line Learning By: Lori Ann Long East Carolina University May 3, 2009 ABSTRACT In this study we will investigate and compare two types of course sections. One section will be online and the other will be face-to-face. The investigators will analyze gender, age and learning styles. These groups will be evaluated on how effective

provide a brief background of non-traditional aged students, discuss the positive aspects of having older students in a collegiate classroom, how to establish ethos between the young teacher and the older student, provide personal experiences, and present final conclusions. Ultimately, the purpose of this paper is to examine and evaluate how young teachers can establish ethos when educating students who are older. Non-Traditional Aged Students The term “non-traditional” has been coined to describe

to the counseling group. If possible, I could ask the student resource center or the nontraditional student resource center on campus to also send out an email regarding the group. Screening Because the method of getting the word out to students about the group might bring in a lot of students, I foresee a huge need to screen the participants. In talking to potential group members, I would want to know a few things before I approve them to be a part of the group. First, I would like to know the