Enhancing Nontraditional Student Learning Outcomes in Higher Education
nontraditional, Higher Education, students, engagement
This study contributes to the limited literature on learning outcomes assessment for nontraditional students. There were no substantial differences in the effects of the university experience on enhancing learning outcomes for nontraditional and traditional students across 24 specific areas; there were also minimal differences in satisfaction and academic success (as measured by grade point average). Nontraditional students were defined as minimally to highly-constrained by three life constraints (age, children, and full-time work). Moderately to highly-constrained nontraditional students were less involved with faculty members outside of class and less engaged in a variety of extracurricular activities that have been shown to enhance student learning.
Original Publication Citation
Hoyt, J., Howell, S., Touchet, J., Wygant, S., and Young, S.(2010). Enhancing nontraditional student learning outcomes in higher education. PAACE Journal of Lifelong Learning, 19(1), pp. 23–37
BYU ScholarsArchive Citation
Hoyt, Jeff E.; Howell, Scott L.; Touchet, Joel; Young, Summer; and Wygant, Steve, "Enhancing Nontraditional Student Learning Outcomes in Higher Education" (2010). Faculty Publications. 5740.
PAACE Journal of Lifelong Learning
David O. McKay School of Education
Instructional Psychology and Technology
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