Abstract:

In this session, the presenters will explore the intersection of non-traditional learners and online learners in order to describe the attributes and needs of this quickly growing group of college students. Relying on a synthesis of professional literature and research as well as our own data and years of experience, the presenters will offer best practices for reaching non-traditional learners in online courses. First, we will discuss techniques for organizing and structuring an online course, exploring platform use, sequencing, and presenting ways that instructors can blend synchronous and asynchronous instructional methods to leverage the benefits of both. In that same vein, we will discuss the significance of relationships and community to this particular group of learners and provide several practical strategies for combating isolation and fostering connections in an online environment. Finally, presenters will discuss the importance of creating assignments that are clearly relevant to course goals, properly contextualized, and collaborative, providing ideas and examples of effective assignments. While we believe that this three-pronged approach—with attention to purposeful course design, relationship building, and effective assignments—is worthwhile for online instruction to any group, it is of particular value in facilitating non-traditional learners’ engagement in and successful completion of courses in an online format.

Keywords:

Online learning, distance education, social constructivism, non-traditional learners.