Vocational nursing programs in Appalachia: The Impact of Technology on Traditional and Non-Traditional Students Experiences

2018 ◽  
Vol 43 (2) ◽  
pp. 101-122
Author(s):  
Kelly S. Darney ◽  
Karen H. Larwin
Keyword(s):  
Traditional Students ◽  
Nursing Programs ◽  
Non Traditional Students ◽  
Impact Of Technology ◽  
The Impact ◽  
Vocational Nursing

Identity and the learning experience of non-traditional students undertaking the specialist practitioner qualification

2021 ◽  
Vol 26 (8) ◽  
pp. 378-383
Author(s):  
Sarah Thirtle
Keyword(s):  
Qualitative Study ◽  
Narrative Inquiry ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Students ◽  
Inquiry Approach ◽  
Non Traditional Students ◽  
The Impact

This small qualitative study is an exploration of the concept of identity and its relationship to the learning experience of non-traditional students undertaking the Specialist Practitioner Qualification in District Nursing. Using a narrative inquiry approach, three participants were asked to recall their experiences 1 year after completing the SPQDN programme. Individual narratives were analysed, and central themes were extracted using NVivo coding. The findings indicated that feelings of academic self-doubt, the impact of past learning experiences and the connotations of being labelled as a student all had an influence on the participants' learning experience.

The impact of TRIO Student Support Services on academic performance of non-traditional students at a public state college in Georgia

2020 ◽  
pp. 147797142091593
Author(s):  
Christopher A Bennett ◽  
E-Ling Hsiao ◽  
Dianne C Dees ◽  
Daesang Kim ◽  
Michael J Bochenko
Keyword(s):  
Graduation Rates ◽  
Support Services ◽  
Student Support Services ◽  
Student Support ◽  
Traditional Students ◽  
Retention Rates ◽  
Trio Student Support Services ◽  
State College ◽  
Non Traditional Students ◽  
The Impact

The purpose of this study was to investigate the impact of TRIO Student Support Services (SSS) on academic performance of non-traditional students and perceived experiences of its recent graduates at a public state college in Georgia. A mixed-methods design was employed for data collection including (1) year-to-year retention rates of 480 SSS and non-SSS students, (2) three-year graduation rates and cumulative grade point averages of 2010–2013 and 2013–2016 cohorts and (3) two focus group interviews with eight 2016 SSS graduates. Significant differences were found in year-to-year retention rates and three-year graduation rates between SSS and non-SSS students. The graduates also reported that TRIO SSS assisted them in degree completion by offering (1) academic advisement, (2) degree planning, (3) development of self-confidence through motivation and mentorship, (4) academic resources and (5) a family-oriented environment. The results proved that TRIO SSS-assisted non-traditional students interacting with academic and social components of the institution, which helped to increase student retention and graduation rates.

Resisting neoliberal policies in UK higher education: Exploring the impact of critical pedagogies on non-traditional students in a post-1992 university

2018 ◽  
Vol 13 (3) ◽  
pp. 217-228 ◽  
Author(s):  
Erin Sanders-McDonagh ◽  
Carole Davis
Keyword(s):  
Higher Education ◽  
Performance Metrics ◽  
Education Institution ◽  
Traditional Students ◽  
Best Interests ◽  
Student Survey ◽  
Critical Pedagogies ◽  
Non Traditional Students ◽  
Uk Higher Education ◽  
The Impact

In this article, we focus on how neoliberal performance metrics impact on non-traditional students at a modern university in England. We argue that the introduction of ‘quality assurance’ measures, (such as the National Student Survey and the Teaching Excellence Framework) are driven by an ideology which purports to have student’s best interests at heart by raising teaching standards, focusing on graduate employability and wider participation, but in fact works to discourage critical pedagogic practices that would allow for more democratic and dialogic spaces of learning. This article presents findings from one multi-modal qualitative case study at a particular higher education institution in London, where many of the students originate from socially and economically deprived areas and frequently come from ethnic minority groups. We argue that the radical space of the classroom provides a unique opportunity for students to move into collective and empathetic modes of learning that yield both normative measures of ‘success’ as well as more transformative outcomes. We maintain that critical pedagogies work to disrupt the neoliberal narrative that champions individual success and the student-as-consumer model, and by doing so, helps to redress the persistent inequalities that non-traditional students face in UK higher education settings.

scholarly journals Is it a blessing? The impact of Covid-19 on non-traditional language learners’ satisfaction at Saudi Electronic University

2021 ◽  
pp. 12-17
Author(s):  
Amera Alharbi ◽  
Vicky Wright ◽  
Kate Borthwick
Keyword(s):  
Saudi Arabia ◽  
Online Learning ◽  
Language Learners ◽  
Quantitative Study ◽  
Self Efficacy ◽  
Traditional Students ◽  
Online Course ◽  
Traditional Language ◽  
Non Traditional Students ◽  
The Impact

This study examines non-traditional language learners’ interactions and satisfaction with online learning in the Saudi context during the pandemic. Saudi Electronic University (SEU) is unique in Saudi Arabia as it has adopted a blended mode of teaching and students’ completion of both online and class-based materials is mandatory. It enables non-traditional students to further their studies. In a quantitative study, 732 students completed a questionnaire which examines the online learning experiences of these learners. The survey assessed learners’ self-efficacy for completing an online course, interactions with content, instructor, other students, and overall satisfaction. The paper examines whether moving to entirely online learning during the pandemic has affected their life and study positively or negatively.

Sign in / Sign up

Export Citation Format

Share Document