Adult nontraditional learners often have unique needs related to learning activities in the online environment. Van Doorn, & Van Doorn (2014) recognized that adult nontraditional learners are focusing on education, pursuing lifelong goals related to learning, and have an acute awareness as to ways higher learning can improve the outlook for future socio-economic status. Seeing this student population as having different requirements may be one of the ways educators can improve the experience under which these learners leave academia. In noting differences found in the research, Van Doorn & Van Doorn (2014), determined professors who are organized while also flexible are preferred by this group of learners.

 Fig. 1: Kalantzis, Mary and Bill Cope, New Learning: Elements of a Science of Education 2008-2022.

 As the illustration above shows, learners can have a wide variety of intersectionalities in any learning environment (Kalantzis and Cope 2008-2022). When applied to the nontraditional adult learning student population, the complexities of intersectionalities increase. This variety of different backgrounds, experiences, and perceptions is one barrier to learning that cannot be ignored when it comes to addressing the needs of the nontraditional adult online learner. Nontraditional adult learners may also lack a naturally occurring socio-cultural context within the academic setting when they make the decision to return to school.

As indicated in the following video, many adult nontraditional students have participated in workplace, military, or volunteer-related training at some point. Depending on their career choices and level within the organization, some of these learners can return to the academic setting with informal learning experiences for which learning outcomes are application or performance-based.

Video 1: News Center Maine. (2019, Sept. 3). Non-traditional college students.

It seems logical that traditional students in comparison to nontraditional students may be more comfortable in a learning environment framed in the traditional didactic pedagogical models associated with primary and secondary education. It makes sense from the perspective of Van Doorn & Van Doorn (2014), who found that in contrast to their traditional peers, the adult nontraditional learners place higher value on grasping understanding and the ability to apply materials contextually or practically. These sentiments seem to align with learning experiences as described by theories associated with andragogy (Knowles, 1980).

Adult nontraditional learners benefit from greater transfer of knowledge when they find relevance in the new knowledge presented. This benefit manifests itself through their ability to learn based on life situations instead of on specific topics (Knowles, 1980). Due to the inherent differences in the drivers of learning that exist between traditional and nontraditional students exploring this component when teaching in the world of higher education can be crucial. Results from one comparison factor between traditional and nontraditional students, “Learning Needs” examined in the study by Van Doorn and Van Doorn, (2014), can be seen below, (Table 1, p. 5). These results indicate subtle yet undeniable differences in the learning needs these two student groups see as preferable. In this study, Van Doorn & Van Doorn identified the blended/hybrid course format as best in fulfilling the needs of nontraditional learners by providing the benefits available from both settings. It is easy to see how classes including adult nontraditional learners would provide greater impact with at least some f2f class meetings

 

 Fig. 2: Van Doorn, & Van Doorn, (2014). The quest for knowledge transfer efficacy: Blended teaching, online and in-class, with consideration of learning typologies for non-traditional and traditional students. 

 

What makes this important now?

As pointed out by Dr. Kalantzis in the video “An Intellectual Journey” (2020), interpretation is rooted in context. Additionally, with adult learners, it is also based on the subjects’ individual lived experiences. Van Doorn & Van Doorn (2014), found that in contrast to their traditional peers, the adult nontraditional learners place higher value on grasping understanding and the ability to apply materials contextually or practically. It is my experience in teaching adult nontraditional students, they many are accustomed to learning based on principles of andragogy; returning to an environment rife with didactic pedagogy can be daunting.

Video 2: Education at Illinois (26, May 2020). An intellectual journey. 

When the pandemic surfaced, in early 2020, students previously in face-to-face courses got thrust into the online classroom setting out of necessity. Due to the length of the pandemic response, many classes at Northeastern Illinois University (NEIU) had at least one face-to-face section which turned into online synchronous classes, that have now become asynchronous online courses only. This shift to offering fewer courses in the traditional fashions has left a desire to understand if the online group activities provided for these students help drive social learning, collaborative learning, and possibly even transformative learning.

 

 Fig. 3: Ardoin, N. M., & Heimlich, J. E. (2021). Environmental learning in everyday life: foundations of meaning and a context for change.

Figure 1 shows the relationship between contextualized learning within a sociocultural context combined with factors related to social, dynamic, recursive, and relational learning included in the ways we define the process, (Ardoin & Heimlich, 2021, p. 1683). To better understand ways to assist this diverse group of students in creating a sense of community as a foundation for creating a unique sociocultural context, I hope to learn about their perceptions regarding online activities. I chose to include the works cited here in the paper I am crafting this semester because this information will provide foundational materials for my dissertation topic.

Theories/Concepts

Historical context

Prior to the shift to completely online courses in response to the pandemic, many adult undergraduate students chose to take asynchronous online courses due to their flexibility. As noted by Kim et.al. (2014), for college students desiring to learn where they want with flexibility in the schedule, online learning has become more and more popular. When the pandemic surfaced, in early 2020, students previously in face-to-face courses got thrust into the online classroom setting out of necessity. Many of those courses have now become asynchronous online courses only. This shift to offering fewer courses in the traditional fashions has left a desire to make the online environment as effective as possible for all students. Great benefit can be garnered be gaining an understanding of the online group activities provided for these students. I am hoping to identify and incorporate effective activity drivers to stimulate a sense of community to allow for social and collaborative learning for these students.

Starting remote/hybrid courses in the f2f setting increases the likelihood of success for adult nontraditional online students (Van Doorn & Van Doorn, 2014). Since the shift to a primarily online environment during the COVID pandemic, some students, particularly the nontraditional sub-segment at Northeastern Illinois University (NEIU) seem to be resistant to returning to the f2f classroom setting. While a hybrid including at least one f2f meeting has some obvious advantages over a completely asynchronous setting, with many of the students I teach, the asynchronous online learning environment is becoming increasingly popular as a viable alternative to traditional face-to-face instruction. This observation is based on pre-course student surveys conducted since the campus has reopened following the restrictions initially set forth in response to the pandemic. I attribute this shift to the observation made by Ebner & Gegenfurtner (2019) who indicated that totally asynchronous option allows learners to take more control over and authority for time management and the pace at which course materials are explored.

In transitioning students from a fully f2f classroom into a hybrid format, Van Doorn, & Van Doorn (2014) found that online quizzes may be used to promote scaffolding learning outside the classroom as well as being a motivator for student engagement in reading. As reading is one of the more efficient means of knowledge transfer, finding ways to stimulate students to make it a priority as part of their academic pursuits is a task for faculty and curriculum designers. Regarding discussion boards or homework assignment preparation and execution, nontraditional adult students working full-time in addition to having pressing personal or family obligations may find it more conducive to participate in school activities at times that fall outside of regularly scheduled daily activities, (Van Doorn, & Van Doorn). Other effective online learning activities may include student-centered projects, independent research, and case studies.

Sense of community, social, and collaborative learning

To expand upon the ideology of interpretation being rooted in framework, educators working with adult nontraditional learners might benefit by examining ways to incorporate contextualization, create a sense of community, and adopt learner-centric activities. One critical component identified in developing a community is the type of peer interaction that allows for students to know what others are thinking, (Borowiec, et.al., 2021). An online course designed specifically for adult nontraditional learners now includes discussion board activities on topics related to personal experience with (or something witnessed) related to the course title “Diversity, Equity, and Inclusion in the Workplace”. Respectful responses to peers in small groups of four to six help students develop relationships with each other based on empathy, compassion, and sometimes shared experiences (Borowiec, et.al.). Lastly, student engagement outside the classroom is another component of making online education more effective (Borowiec, et.al.).

Once the framework for developing a sense of community is in place, the next step is to explore social learning. The ability to stimulate an organic evolution of social learning becomes possible through engagement via observation combined with interaction, (Li, Hong, & Craig, 2023). In an online discussion board observation can be watching a video on effective discussion board engagement and tips for posting peer responses. The interaction takes place when students read others' posts and respond to them. In their conclusion, Li, Hong, & Craig suggest that further research at other institutions should be conducted regarding “student perceptions of online community during the pandemic”, (p. 142). It may also be beneficial to ask students who were online before the pandemic to compare the differences as to sense of community between pre- and post-pandemic online courses.

In the asynchronous online environment, technology-enhanced worlds can hinder or eliminate face-to-face interaction. Undertaking educational endeavors in this setting can make it difficult for adult nontraditional learners to build a sense of community and subsequently affect their ability to engage in social learning. Educators must promote interactive and collaborative environments through the inclusion of activities to promote a sense of community. Distance educators and designers can address these shortcomings by designing interactive and collaborative environments that incorporate group activities. These activities should include discussion forums for both content- and task-oriented discussions that center on authentic topics (Rovai, 2007). Additionally, instructors should provide discussion forums for socio-emotional discussions that have the goal of nurturing a strong sense of community within the course (Rovai). This will allow adult nontraditional learners to develop their knowledge and skills in an interactive and collaborative environment. Group activities are crucial in facilitating social learning for adult nontraditional learners in the asynchronous online environment (Rovai).

In addition to a variety of effective learning activities, the asynchronous online setting provides the potential to develop opportunities that facilitate a sense of community and collaboration among a group of peers. To facilitate this sense of community, asynchronous learning activities can be designed to foster an atmosphere promoting student ownership and accountability. The asynchronous online environment offers an opportunity for students to become more familiar with the digital tools needed to complete a wide variety of tasks (Van Doorn, & Van Doorn, 2014). Designing learning activities to meet the needs of adult online learners can provide a more meaningful learning experience for the students. Based on all the needs of nontraditional students, Van Doorn, & Van Doorn noted that educational institutions may need additional funding support to assist faculty training in online asynchronous and synchronized platforms for optimal effectiveness.

Asynchronous online courses are especially beneficial for students with family obligations or competing life roles, who may find the quiet hours late into the night to be the only time available for participating in discussion boards, preparing assignments, and answering questions with teachers via live interactive webinars (Van Doorn, & Van Doorn, 2014). Non-traditional learners tend to value more educational, lifelong learning goals, making asynchronous online courses ideal to meet their needs with blended/hybrid course formats potentially having greater advantages for this cohort (Van Doorn, & Van Doorn). To understand how to improve learning activities in the asynchronous online environment for adult nontraditional learners, it is important to comprehend the existing research. Asynchronous online courses are now considered the most effective of perception, analyses, and expression found in the classroom setting, and they have the potential to improve the student learning experience (Van Doorn, & Van Doorn).

In a study conducted by Baltodano & Gomez-zermeno (2017), the findings acknowledged the need for students to be motivated when it comes to engagement in their own learning process; stressing digital media tools as the means for promoting open communication and synergy. The finding That jumped out at me was “Build knowledge related to the socio-cultural context of the student body, promoting the development of skills to learn to learn and solve problems” (Baltodano & Gomez-zermeno, p. 116). As the nontraditional adult student population has no singular socio-cultural context, the self-assessment activities used for discussion board prompts allow students to see similarities in ways that might not otherwise be possible. It is my theory that these activities can create a socio-cultural context unique to the specific group of students in any given course.

As highlighted in the following video, adult nontraditional learners may come into the learning environment of the 21st century lacking technological exposure to such a degree they are uncomfortable in online learning platforms. It can take them some time to learn how to navigate around the system. As pointed out around the 2-minute mark, colleges and universities need to pay attention to the technology needs of these students (Patricia Hoefler, 2018).

Video 3: Patricia Hoefler. (15, May, 2018). Addressing technology concerns of nontraditional learners. 

In a study by Frania & Correia (2022) that examines interpersonal competencies and online collaborative learning (OCL), the authors noted that whether in the online environment or classroom setting, there is a direct correlation between contextualization of group activities and interpersonal competencies. I have identified evidence supporting this correlation, especially regarding the adult nontraditional students. Building relational and collective bonds promotes engagement in group assistance activities and support among group members (Frania & Correia). Using curriculum design to help these students connect via shared stories based on self-reflection and self-assessment has proven to be one way to help create ties that bind for these students in the online setting. Additionally, it appears allowing nontraditional students to be self-directed in certain circumstances and take control of their individual learning processes helps in the realization of a collaborative learning environment.

Fostering collaborative learning in the online environment requires creating a sense of community among learners, (Kreijns, et.al., 2003). Finding innovative ways to do this is becoming less of a challenge as greater technological capabilities are realized. Collaborative learning in the online environment can be promoted through tools such as virtual classrooms, discussion boards, and learning management systems (Brindley, et.al., 2009). In the faculty education courses offered at NEIU, they encourage faculty to break discussion board activities down into groups of four to six students. Working in small groups can be beneficial to adult nontraditional learners as it affords them the opportunity to collaborate with their peers (McInnerney & Roberts, 2009). Informal post-course polling of adult nontraditional learners who have taken online courses with discussion board activities indicates that many of these students do see the activities as beneficial. Discussions related to self-assessment results tend to be perceived as helping students see similarities in others. Discussions related to the sharing of personal experiences promote responses rooted in understanding others’ struggles.

In this video, the presenter points out that in the end, online learning can be as effective as we can make it to be. There is no one single factor that can make online learning at any level more effective than traditional classroom teaching. Using a traditional didactic pedagogical model in the classroom setting does not translate to the same level of effectiveness in online instruction in most cases. This means it ultimately falls on the curriculum designer to find ways that do work. How effective any teaching model or pedagogical theory is in any environment comes down to student engagement, social learning, collaborative learning, and transformational learning opportunities realized.

Video 4: CUWOnline. (24, Aug. 2015). Is online learning as effective as traditional learning? 

In this video, the speaker highlights the inadequacies of creating e-learning based on the traditional didactic pedagogical model consisting mainly of lectures with some supplemental reading and an exam. He takes us back to the foundation of social learning which is storytelling. Right before the eight-minute mark, he hits a major point which is that if we use storytelling in the online environment, students have to rely on more than copy and paste to craft responses. In online courses I designed and taught, students take self-assessments and share personal stories to validate or invalidate the results that were determined. There has been a great amount of positive feedback from students regarding these activities and the ways in which they take away new knowledge.

Video 5: TEDx Talks. (19, Mar. 2020). Why e-learning is killing education | Aaron Barth | TEDxKitchenerED.

In a recent study by Hisey, et.al. (2024), the incorporation of interactive storytelling trailers (ISLTs) improved motivation to learn and increased student attention; survey results indicated students found the ISLT approach interesting. Furthermore, classifying the responses into “a subtheme of bridging the content” reported ISLTs being perceived as aiding learners in contextualizing terms through connection to situations in the real world (Hisey, et.al., p. 158). In courses designed for adult nontraditional learners, many of the assignments offer students the opportunity to choose projects that are from their real-world roles. Allowing students this flexibility in project choice does seem to help them embrace the concepts to a degree that suits their needs. The individuality of the projects means that grading is more rigorously aimed at how well a student displays an understanding of the concepts as opposed to proving they memorized something.

When searching for research regarding online learning and developing a sense of community, one theme that caught my attention is storytelling. In a study on blending digital storytelling (DST) in the online classroom as a means of promoting student engagement in higher education, the “environment is positioned as a blended learning activity based around DST” (Spanjaard, et.al. 2023, p. 68). In one class for adult nontraditional students, one of the discussion board activities is for them to relate a story of transformative learning based on Mezirow’s theory. The students are guided to look at the ten-step process as defined by Kitchenham (2008). The stories are shared in small groups of four to six students via written post, audio with a presentation, audio-video with no presentation, or by some combination of either of these methods with graphic illustrations. According to Spanjaard, et.al., This type of activity promotes group formation through individual interaction based on engagement as a collective network, (Spanjaard, et.al.).

Going forward, I see greater incorporation of storytelling as one effective method for helping build and foster a sense of community in the online environment. With increasing access to technological tools that can either promote or hinder student creativity, it is up to instructors as to how we choose to incorporate its use. The idea of creating an AI-generated image based on a prompt and writing about it is a technique I hope to transfer into more and more classes in the coming semesters. It’s another great way to let students tell their stories.