subject: What are Non-Traditional Students and How Do You Work with Them? [print this page] What are Non-Traditional Students and How Do You Work with Them?
What is the difference between a traditional student and a non-traditional student? A traditional student is typically defined as someone that attends college after completing high school and takes classes to prepare them for a career. In contrast, non-traditional students consist of adults of all ages who have varying careers, experiences, needs, and existing knowledge. They often seek out alternative forms of education, such as online classes, because of their specific needs. The growth of online or distance learning courses and degree programs has contributed to the changing definition of students as education is being made more readily accessible. What does it mean for instructors who have non-traditional students in their class? Should a different approach to classroom facilitation be considered?
Instructors within a face-to-face classroom can visually assess the diverse nature of their students and encourage a dialogue about their background. For the online instructor they can learn more about their students by encouraging them to share an introduction at the start of class. An instructor in either environment will find that there are many benefits to working with non-traditional students and the primary benefits include the experience and perspectives that they hold, which helps to bring theory to life during class discussions. These students have well-defined needs, often career related, and they become highly motivated when those needs are being met. They are also likely to be engaged in the class when they feel connected as a community to other students. The non-traditional student often seeks meaning in the process of learning as they want to take what has been learned and apply it to their career or professional goals, which means that assignments should not feel like busy work.
When working with non-traditional students instructors may find it necessary to review their current facilitation methods as the class would benefit from an approach that offers more than a theory-driven focus. Instructors can enhance their current teaching methods by drawing on the background these students offer, encouraging them to share their experiences and knowledge. In addition, activities and assignments can be created to help students work with the course materials in a manner that encourages them to develop new perspectives, knowledge, and real-world solutions. Through the process of interacting with students based upon their background and needs, an instructor can encourage the development of knowledge that is relevant, meaningful, and immediately applicable to their professional needs and educational goals.
