Returning to Learning: Conversations with Nontraditional Students

Autor/in	Chen, Marsha Black
Titel	Returning to Learning: Conversations with Nontraditional Students
Quelle	In: International Journal of Adult Vocational Education and Technology, 6 (2015) 3, S.45-60, Artikel 4 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-8607
DOI	10.4018/IJAVET.2015070104
Schlagwörter	Nontraditional Students; Reentry Students; College Students; Qualitative Research; Adult Students; Part Time Students; Social Support Groups; Definitions; Community Colleges; Student Experience; Student Attitudes; Semi Structured Interviews; Data Analysis; Student Motivation; Adult Education; Continuing Education; Illinois + Suchen Sie Ihr Suchwort? Zweiter Bildungsweg; Collegestudent; Qualitative Forschung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Part-time students; Teilzeitstudent; Social support; Soziale Unterstützung; Begriffsbestimmung; Community college; Community College; Studienerfahrung; Schülerverhalten; Auswertung; Schulische Motivation; Education; Adult basic education; Adult training; Erwachsenenbildung; Weiterbildung
Abstract	This paper begins to address the question--can institutions of higher learning assume homogeneity? Conversations had with returning college students, concluded that an emerging group has increased dramatically in numbers at the college level. This new student profile includes those who: are noticeably older, study part-time, work full-time, are married or divorced with children, and have a lot more responsibility than the average younger college student. Such a population is the nontraditional student. Consequently, higher education has had to think of ingenious ways to accommodate this particular niche, the nontraditional student who adds much diversity to the college campus. This qualitative study yielded results, which, indicated that nontraditional students are committed to their education because of the support systems and services in place, the engagement, and the integrative experience the college affords them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01