Enhancing Nontraditional Student Learning Outcomes in Higher Education

Keywords

nontraditional, Higher Education, students, engagement

Abstract

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

Document Type

Peer-Reviewed Article

Publication Date

2010

Permanent URL

http://hdl.lib.byu.edu/1877/8470

Publisher

PAACE Journal of Lifelong Learning

Language

English

College

David O. McKay School of Education

Department

Instructional Psychology and Technology

University Standing at Time of Publication

Assistant Professor

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