Adult learners (non-traditional college students) typically have at least a few more years in age and experience above the typical 18-22 year old population seen at American colleges and universities.Ultimately, what makes them a unique group is not their age, but their different approach to learning. Non-traditional students make different use of their time in a given day, utilize their experience with the book knowledge, and often set different goals from their younger classmates. That said, in order to understand what it takes to be a successful adult or non-traditional college student, one must first examine what comprises adult education and the demographics.
Who are Adult Learners?
Some of these adult learners are re-entering college to either finish a degree once started but never completed, or to obtain additional education and degrees/certificates. Others never had the opportunity to attend, whether it was due to not feeling ready or lacking desire, starting a family, gender, socioeconomic status or other obstacles. Another cluster of the adult learning population making it through college now were in the military, living in other countries, or obtaining work experience while saving up for college expenses.
What Makes a Non-Traditional College Student Unique?
Non-traditional students rely on the breadth and depth of life experiences they have had when it comes to class discussion and class participation. This is a contrast to traditional students, who tend to not have as much experience and rely heavily on textbook readings to make points and provide examples. For example, an adult learner may be able to refer to her own child growing up as an example of child development, while a younger student may have to rely on the example of a niece or nephew, something the young adult student has seen on television, or more likely, would have had to refer to an example in the first chapter of the course textbook.
As a result of having more experiences, the adult learner may be free to volunteer and be an active participant. However, the older the student and the longer delayed the college experience, it is possible that the student is afraid to openly share, fearful of how he or she will be judged and whether or not the answer provided was the right one.
Adult learners also have to juggle concerns of how experieneced they may be with the intensity of computer and Internet usage. It may be a new concept, different from the last time they were in school. It may take them a long time to learn the basic word processing functions instructors often expect the traditional aged students to have just learned in American high schools, or be highly adept with from constant exposure by popular culture. Adult learners may be able to learn some things quite quickly when the content material is compared to how a typewriter works, for example.
Non-traditional students increasingly have to juggle getting re-acclimated to the work load college entails with other responsibilities, obligations, and this requires the need for practical responses to course materials and difficulties such as time management. While plenty of young college students may have jobs and maybe even family members to take care for, a higher chance of these additional obligations and commitments are found among adult learners. Learning how to be a care provider and delegator of those responsibilities so that homework and school projects can get done well is a skill set non-traditional or adult learners need to get accustomed to.
While many adult learners can be highly self-motivated learners, more often they want to know the specifics of how something concept-wise can be seen in practice in the real world, and how it can be used on the job. It may frustrate them that they have to remember so much material, take remedial or developmental courses or electives. They may need to find some way to get others as committed to their learning and grades as they are when it comes to group projects.
Tips to be a Successful Adult Learner
Consequently, it is imperative that adult learners be shown through modeling techniques how to prioritize school responsibilities among a sea of family and work obligations. Adult learners need encouragement that it is okay and enjoyed as a learning experience when they weave their own personal experiences into a college essay or group discussion on a topic. At the same time, the non-traditional student may need some redirection on to fit into college courses, like on how to use a computer and understand expectations when it comes to work completion.
Lastly, more than anything, adult learners need encouragement that the degree process is worth the money, time, effort, and frustrations and that there are support systems to help them achieve success. Programs for scholarship and grant money exist, and tutoring and additional library assistance are available along with counseling. Finding students with similar backgrounds, ages, and other demographics may help for commiserating and building a semblance of community within the adult student population on a particular campus. Ultimately, adult learners add a great deal to the college' s fabric and the learning experience.
