The Changing Paradigm of the Nontraditional Student

by: Jennifer Derushia

No longer the exception but instead becoming the norm, the nontraditional student has grown into the primary type of student found in higher education today. Economic shifts have played a major role in this change, from adults returning to college for professional development to high school graduates postponing the start of their post-secondary education. In addition, advancements in technology have allowed for individuals to attend college via online and distance learning courses, which accommodates larger numbers of students both with jobs and with families. Such changes have made it possible for students of a “nontraditional age” (adult students) to increase in number over the past few decades. Statistics show that approximately 40% of all college students in 1999 were adults, and this number seems to have grown steadily since (Kortesoja, 2009).

In its definition of the “traditional” undergraduate, The National Center for Educational Statistics (NCES) includes students that have: obtained a high school diploma, enrolled in college full time after high school, considered dependents by parents, and if employed, are working no more than part time. However, this type of student is becoming less traditional as shifts in the economy have forced changes to student demographics in higher education. In fact, using the NCES criteria, nearly three-fourths of all undergraduates have at least one characteristic that would define them as “nontraditional” (Choy, 2002). One reason for this transition has been the mere issue of access to higher education. College tuitions have been on a continual rise and financial aid has become more difficult to obtain, particularly unless a student is in a degree-seeking program. Families are finding it harder to fund a college education for their child—and wondering if the expense is worthwhile—since even a college degree does not guarantee a job in this current economic market. A studentPOLL survey taken last spring showed that one in six college-bound high school students had changed their plans for college. Some planned to delay beginning college after graduation due to the economic recession and join the workforce right away. Other students were considering different routes to college, such as attending a community college, so they could live at home and commute to save the expense of room and board (Supiano & Hoover, 2009).

The number of adults turning to postsecondary education for work or career advancement, as a means to better job security, has risen due to the current economic uncertainty. These adult learners range from enrolling in a degree program in their field to simply furthering skills that will enable them to become more marketable in the workplace (Milam, 2009). Due to the varying needs of these students, institutes of higher education are presented with the challenge of adapting to these shifts in student demographics. Colleges and universities must rethink and restructure their traditional classroom teaching and look at alternative assessments, distance learning, and varied teaching strategies to accommodate this diverse student body, which comes with a wide range of educational backgrounds and life experiences (Kortesoja, 2009). Programs have shifted their emphasis from offering all daytime courses to evening classes, online classes, and even blended or hybrid classes to allow students to interact and connect with the course content and with each other remotely.

For the past several years, enrollment in online learning has been growing at a significantly faster pace than overall higher education enrollments. Numerous factors have contributed to this increase, including rising unemployment rates, increasing fuel costs, and the need for flexibility in education courses (Hoskins, 2009; Allen & Seaman, 2008). In addition, advancements in technology have created “new modes of knowledge” that students are utilizing on a regular basis: smart-phones, social networking websites, e-books, wikis, and blogs. Institutions of higher learning are beginning to discover that incorporating this technology into their courses can provide students with better information access and communication (Allen & Seaman, 2008).

Previous definitions of traditional and nontraditional in higher education are being transformed and redefined, based on changes in the global society. Is higher education up to the challenge of delivering education to the 21st century learner, with limited funding and resources, and increasing enrollments and demands? Have faculty accepted the new role of online learning and are they prepared to adapt their instruction and content to the necessary formats? Will increased competition between institutions for the “nontraditional” online learner cause postsecondary learning environments to keep up with technological innovation? In a global context, can colleges and universities in the United States afford not to do so? Clearly, the needs of society are in rapid transition, and the time has come for higher education to respond.



REFERENCES:

Allen, I.E. and Seaman, J. (2008) “Staying the Course: Online Education in the United States, 2008.” Needham, MA: Sloan Consortium. Retrieved from: http://sloanconsortium.org/publications/survey/index

Hoskins, B. (2009) “Opportunity Knocks.” The Journal of Continuing Higher Education, 57,131-133, doi: 10.1080/07377360902984846

Kortesoja, S.L. (2009) “Postsecondary Choices of Nontraditional-Age Students: Non-Credit Courses or a Credential Program?” The Review of Higher Education, 33 (1) 37-65, e-doi: 10.1353/rhe.0.0109

Milam, J. (2009) “Nontraditional Students in Public Institutions: A Multi-State Unit Record Analysis. Retrieved from HigherEd.org, Inc. website: http://highered.org/docs/NontraditionalStudentsinPublicInstitutions.pdf

Supiano, B. and Hoover, E. (2009) “Will the Economy Really Change Students’ College Plans? Early Signs Say Yes.” The Chronicle of Higher Education, 55 (33) A21.