{"id":56381,"date":"2021-03-13T00:00:42","date_gmt":"2021-03-13T08:00:42","guid":{"rendered":"https:\/\/world.edu\/?p=56381"},"modified":"2021-03-12T10:47:42","modified_gmt":"2021-03-12T18:47:42","slug":"a-lot-of-us-can-relate-to-struggling-to-keep-on-top-of-everything-this-is-what-mature-age-students-need-from-online-higher-education","status":"publish","type":"post","link":"https:\/\/world.edu\/a-lot-of-us-can-relate-to-struggling-to-keep-on-top-of-everything-this-is-what-mature-age-students-need-from-online-higher-education\/","title":{"rendered":"\u2018A lot of us can relate to struggling to keep on top of everything.\u2019 This is what mature-age students need from online higher education"},"content":{"rendered":"

\"\"<\/em><\/p>\n

\u201cI completed high school 20 years ago and wanted a \u2018little break\u2019 before furthering my study. That \u2018little break\u2019 was extended as my family grew. Life happened, and I never quite found the right time to keep my promise to myself to go to uni \u2013 until now!\u201d<\/em><\/p>\n

\u201cThis is my first teaching period in uni. I\u2019m 36 years old. I live with my wife and two very active kids. When I\u2019m not being a chef, cleaner and taxi driver (you know the list), I\u2019m working as a learning support officer at our local school. I haven\u2019t written an academic essay in over 15 years!\u201d<\/em><\/p>\n

These are\u00a0common introductions<\/a>\u00a0of my mature-age students. They often share their\u00a0family backgrounds<\/a>, nervousness, excitement and responsibilities they have to juggle as they begin their uni journey. In sharing, they \u201cfeel a sense of solidarity seeing others post about their concerns\u201d, as one student put it.<\/p>\n

\"\"<\/p>\n

Students in general say<\/a>\u00a0a critical issue in the shift to online higher education has been a lack of adequate support, interaction and engagement with academic staff and peers.<\/p>\n

More than 430,000 students<\/a>\u00a0are aged 25 years and older. That\u2019s 39.1% of the total domestic higher education enrolment, and mature-age students account for\u00a022% of first-year undergraduates<\/a>.<\/p>\n

Mature-age, online students are\u00a0identified as the most vulnerable<\/a>\u00a0to not completing their degree. That happens to about\u00a043% of them<\/a>\u00a0compared to 30% of those aged 20 to 24 and 21% for students who enrol straight out of school.<\/p>\n

Given the\u00a0inconsistent completion outcomes<\/a>\u00a0for mature-age students compared to younger and on-campus students, a different approach is needed. This means universities must take account of the particular needs and circumstances of mature-age students.<\/p>\n

\u201cI think a lot of us can relate to the idea of struggling to keep on top of everything.\u201d<\/em><\/p><\/blockquote>\n

Who are these students?<\/strong><\/h4>\n

\u201cMature age<\/a>\u201d refers to adults who enter their course based on work experience or who have not studied recently. They are more likely to have\u00a0responsibility for others<\/a>\u00a0and\u00a0be in the paid workforce<\/a>.<\/p>\n

Growing numbers of students<\/a>\u00a0are entering fully online higher education. And students 25 years and older are more\u00a0strongly represented in online<\/a>\u00a0studies than face-to-face studies.<\/p>\n

A\u00a02019 study<\/a>\u00a0of mature-age learners highlighted the following challenges of studying online:<\/p>\n

    \n
  • uncertainty in abilities leading to a \u201cnarrative of disadvantage\u201d and a feeling of stepping into a space where they\u00a0feel they do not belong<\/a><\/li>\n
  • first-year, mature-age students consider withdrawing from their studies\u00a0at higher rates<\/a><\/li>\n
  • enrolment in university may be rooted in previous negative educational experiences \u2013 traditionally, the status quo in higher education has\u00a0not served students at the margins<\/a>.<\/li>\n<\/ul>\n

    \"\"<\/p>\n

    Online teaching compounds existing weaknesses<\/strong><\/h4>\n

    In the shift to online, many education providers are\u00a0making the same mistakes<\/a>\u00a0by continuing with impersonal teaching methods. Students aged 25 and over rate\u00a0engagement as the least satisfactory aspect<\/a>\u00a0of their online courses.<\/p>\n

    Active engagement tends to drop off as the teaching period progresses. (The proxy measures of \u201cengagement\u201d are active presence and involved participation.)<\/p>\n

    Further, education has commonly had an\u00a0emphasis on subordination<\/a>. Cue the \u201cdomineering teacher\u201d portrayed by\u00a0antagonist Terence Fletcher<\/a>\u00a0in the 2014 film Whiplash. One-way information transmission and an expectation of passive knowledge acquisition have overshadowed relationships between teaching staff and students.<\/p>\n

    The challenge, then, is to start off in a way that develops a culture of trust, collegiality, openness and contribution.<\/p>\n

    \"\"<\/p>\n

    \u2018It resonates!\u2019 Recognising experiences and skills<\/strong><\/h4>\n

    Mature-age students are starting online higher education with a variety of aptitudes, knowledge, opinions and values. These backgrounds affect how students engage with and construe information. The online experience should encourage\u00a0connection<\/a>,\u00a0active participation<\/a>\u00a0and\u00a0critical thinking<\/a>.<\/p>\n

    The\u00a0language of education is shifting<\/a>\u00a0to incorporate students as\u00a0\u201cstakeholders\u201d, \u201cco-constructors\u201d and \u201cactive participants\u201d<\/a>. Such terms have a powerful effect.<\/p>\n

    In 1930, psychologist and educational reformer\u00a0John Dewey advocated<\/a>\u00a0for empowering learners by honouring their lived experiences and capabilities. Reforms of the 1960s and \u201870s began shifting education toward\u00a0autonomy<\/a>, allowing for reflection, independence and flexibility. More recent\u00a0geopolitical movements<\/a>, driven by social media, are, once again, prompting an upturn in education that emphasises discussion, openness and independent thought.<\/p>\n

    It\u2019s essential that these themes be\u00a0re-created<\/a>\u00a0in today\u2019s digital learning environments.<\/p>\n

    \u201cYou made me feel like I am not alone in this. I was anxious and afraid that I won\u2019t be able to keep up.\u201d<\/em><\/p><\/blockquote>\n

    Emerging from the\u00a02019 study<\/a>\u00a0of mature-age students were several key recommendations:<\/p>\n

      \n
    1. understand and value the circumstances and experiences of this cohort<\/li>\n
    2. communication and personal contact are vital<\/li>\n
    3. embed timely, proactive support.<\/li>\n<\/ol>\n
      \n

      Helen is a mature age student living in country QLD. Born with a physical disability, she competed in the workplace until an increasing loss of mobility ended her career. Without #OnlineLearning<\/a>, Helen could not achieve her goals. https:\/\/t.co\/1p4UTFFkAP<\/a> @copacathy<\/a> @CurtinMedia<\/a><\/p>\n

      \u2014 NCSEHE (@NCSEHE) November 21, 2018<\/a><\/p><\/blockquote>\n