Innovative Teaching Methods in Higher Education: Empowering Mature Non-Traditional Learners
By Hyrgeta Qerimi, Lecturer in Business, LSST Elephant and Castle Campus
In recent years, higher education has experienced a significant transformation, with classrooms becoming increasingly diverse. Mature non-traditional learners have emerged as a growing and important demographic within this diverse student body. Often balancing multiple responsibilities and bringing valuable life experience, these students encounter distinct challenges in their educational journey. Nonetheless, they also possess strengths that can enhance all learning environments. As universities and colleges adjust to this evolving student population, it has become evident that innovative teaching methods are advantageous and essential for empowering mature non-traditional learners. This article delves into how tailored educational approaches can support these students in thriving within higher education settings.
Understanding Mature Non-Traditional Learners
In his work dating back to 1980, Cross defined the nontraditional student as an adult who pursues full- or part-time education while concurrently upholding employment, familial, and other adult responsibilities. They are also colloquially referred to as “adult students,” “re-entry students,” “returning students,” and “adult learners.” While these mature learners partake in classroom settings and educational undertakings alongside traditional-age students (ages 18-24), their developmental needs, concerns, and stressors differ considerably from those of their younger peers (Cross, 1980).
When contrasted with their younger counterparts, the unique traits of nontraditional students encompass several important elements. Adult learners typically exhibit a strong orientation towards academic attainment, a high degree of motivation, and a relatively autonomous disposition, necessitating bespoke provisions for flexible schedules and instructions tailored to their developmental level. Moreover, adults generally prefer interactive pedagogical approaches and value opportunities to integrate academic learning with their real-world professional and personal experiences (Benshoff, 1993).
At LSST we have seen a significant increase in mature non-traditional learners. During my years of teaching these diverse classes, I have noticed these students facing possible unique challenges:
✓ Time Management: Mature learners at LSST often find themselves managing numerous responsibilities, such as work, family, and academic pursuits. This delicate balance can prove to be particularly demanding as they strive to effectively apportion their limited time among these various commitments. For example, a student might need to attend evening classes after a full day of work, and then complete assignments while managing household duties.
✓Technology Adaption: Many mature students lack familiarity with current educational technologies compared to their younger peers. Consequently, they encounter challenges when it comes to navigating online learning platforms, engaging in virtual classrooms, and virtual learning environments, or utilising digital tools for assignments. At LSST, where blended learning approaches are increasingly common, this challenge can significantly impact a student’s learning experience.
✓ Academic Gap Skills: Due to the time gap between their prior educational experiences and current studies, LSST learners can face challenges in areas such as academic writing, research methodologies, or specific subject knowledge. Addressing these skill gaps may necessitate additional effort to overcome initial struggles.
✓ Health and Wellness Concerns: Returning to education can introduce additional stress, exacerbating pre-existing health conditions or giving rise to new ones. LSST learners encounter difficulties concerning physical health, mental well-being, and the maintenance of a healthy lifestyle while balancing their academic pursuits.
✓ Career Transition Anxiety: Many adult learners at LSST are endeavouring to transition into new career paths or progress within their current professional domains. This period of change can lead to apprehension regarding future employment opportunities and the pertinence of their educational pursuits in relation to their career objectives.
Understanding the aforementioned challenges is essential for LSST to deliver tailored support and to implement effective pedagogical approaches that cater to the specific requirements of adult, non-traditional learners. By acknowledging and remedying these challenges, LSST can establish a more comprehensive and supportive learning environment, thereby empowering all students to achieve success.
Traditional Teaching Approach- What to use and what to change?
Traditional learning approaches usually encompass lecture-based instruction, standardised curricula, and assessment through exams (Vyas, 2022). In today’s interconnected world, where information is easily accessible, traditional approaches are becoming outdated. It is agreed to some extent that there is effectiveness in using a traditional teaching approach with adult learners as well as per structure and familiarity, clear expectations and content coverage. Mature learners often possess familiarity with traditional approaches stemming from their earlier educational endeavours. This familiarity can engender a sense of comfort and provide a structured framework (Knowles et al., 2015). The traditional approaches often encompass clearly defined learning objectives and assessment criteria. This structure can be particularly advantageous for adult learners with limited time, as it allows them to allocate their resources efficiently. At LSST, maintaining a clear course outline, syllabus, and schedule helps students manage their time effectively, especially those balancing work and family commitments. Lecture-based methodologies offer an efficient means to encompass extensive subject matter, which can prove advantageous for experienced individuals aiming to swiftly attain specific knowledge (Jarvis, 2010). This approach is particularly valuable for LSST courses that necessitate transmitting fundamental knowledge, especially within subjects encompassing extensive theoretical elements.
However, different authors believe there are more disadvantages to the method that should be changed to accommodate mature learners and empower their academic journey:
✓ Lack of engagement: Traditional approaches may not effectively capture the interest of mature learners, who often possess diverse life experiences and demonstrate a preference for active engagement in their educational pursuits.
✓ Limited Consideration of Prior Knowledge: Mature learners frequently possess substantial prior knowledge and experiences that traditional learning environments may not fully leverage (Merriam and Bierema, 2013).
✓ Inflexibility: Traditional methods may not be suitable for addressing the diverse needs and obligations of adult learners, who frequently juggle employment, family, and academic pursuits (Kasworm, 2018).
✓ Lack of Real-World Application: Mature learners often desire an immediate practical application of their learning to their personal or professional circumstances, a need that may not be fully addressed in conventional educational approaches.
✓ Cognitive differences: Research indicates that the cognitive processes of adult learners may differ from those of younger students, highlighting the need for customised instructional methods (Park and Reuter-Lorenz, 2009).
To adequately equip students for the challenges of the twenty-first century, a paradigm shift in teaching and learning is imperative. Emphasis should be placed on nurturing skills such as critical thinking, problem-solving, and collaboration, rather than mere acquisition of knowledge. It is essential to create dynamic and interactive learning experiences that empower students to apply their knowledge in practical, real-world contexts, thereby better preparing them for achieving success in their future careers. Hence, this approach alone might not be the most effective method for adult learners, whose needs and skills are different from those of traditional students.
Innovative Teaching Methods
The key to effective modern teaching is not about completely abandon tradition or blindly embrace every new trend. It is about finding the sweet spot – a blend of time-tested methods and innovative approaches that cater to today’s mature learners. The concept of innovative pedagogy is recognised as a proactive method of integrating teaching strategies and techniques into classroom learning in more unconventional and creative manners. The core objective is to empower learners to take complete ownership of their learning process and actively work towards achieving their learning objectives, while the role of the teacher is that of a facilitator in guiding the learners towards the stated educational goals (Zhang et al., 2020).
Innovative teaching practices are characterised by a student-centred classroom approach, industry-based learning, project-based learning, facilitated peer-tutoring, integrated studies, implementation of mind maps, role-playing, audience response systems, and the application of technology to foster 21st-century skills, among other strategies. Per Mandula et al. (2012), innovative pedagogy involves the creative utilisation of appropriate teaching methodologies and learning materials to enhance students’ learning experiences. Achieving this entails effectively merging suitable teaching and learning strategies with materials that facilitate active techniques, thereby enabling educators to cultivate students’ learning capabilities.
To effectively empower mature non-traditional learners, higher education institutions can implement a range of innovative teaching methods:
✓ Blended learning: The emergence of online and hybrid courses has significantly transformed the learning experience for adult students. These instructional approaches offer the adaptability required to reconcile educational pursuits with various personal commitments. According to research conducted by Dabbagh (2007), online learning platforms can be notably advantageous for non-traditional students, enabling them to interact with course content at times that align with their individual schedules.
✓ Asynchronous Learning: Utilisation of asynchronous learning tools, such as pre-recorded lectures and discussion forums, provides students with the flexibility to interact with course materials at their convenience. This methodology acknowledges the diverse schedules of adult learners and facilitates autonomous learning (Moore and Kearsley, 2011). At LSST students access pre-recorded lectures and complete online assignments at their convenience while attending weekly in-person workshops for collaborative projects and discussions. ✓ Competency-Based Education (CBE): These programmes offer a personalised approach to learning, allowing students to advance based on their mastery of skills rather than time spent in class. This method proves to be particularly advantageous for adult learners who bring relevant skills from their professional experience. According to a report by the American Institutes for Research (2018), CBE programs have the potential to result in higher completion rates, especially among non-traditional students. This approach specifically addresses students’ challenges with academic skill gaps.
✓ Experiential Learning: Programs that integrate academic study with practical work experience can prove to be extremely beneficial for adult learners. These opportunities afford students the chance to apply theoretical knowledge in real-world settings, thereby enriching their learning experience and enhancing their career prospects. Integrating students into intricate, real-world projects can enhance the relevance and appeal of the learning process. This methodology is well-suited to the problem-solving skills and practical mindset of many mature learners (Larmer et al., 2015).
✓ Collaborative learning: Group work and peer-to-peer learning serve as effective means to harness adult learners’ varied experiences. These collective approaches not only enrich the learning process but also cultivate a sense of community among non-traditional students (Boud et al., 2014). At LSST students work in groups for different class projects and assignments. This has developed their teamwork skills and social and communication skills. Moreover, connecting experienced learners with mentors who comprehend their distinct challenges can offer valuable support and guidance. Research has demonstrated that mentorship contributes to enhanced retention rates and overall satisfaction among non-traditional students (Crisp and Cruz, 2009). At LSST, we have also implemented a Personal Academic Tutor (PAT) scheme, where each student is assigned a mentor to provide guidance and support throughout their studies.
✓ Flipped Classroom: Within a flipped classroom, students independently assimilate lectures or complete readings prior to attending class, where they participate in interactive activities and discussions. Flipped learning offers the distinct advantage of enabling tailored and interactive learning experiences. Through the utilisation of class time for hands-on activities and discussions, students can actively engage with the course material in a more profound manner and benefit from peer and instructor feedback and support (Puranik,2020).
✓ Problem-Based Learning: Problem-Based Learning is an instructional approach in which students engage in resolving real-world problems to acquire knowledge. This method fosters critical thinking, collaboration, and the practical application of acquired knowledge (Dyshkant, 2023). At LSST, specifically in Health Courses, students may work on real case studies from hospitals, developing innovative solutions for resource allocation and patient care. This is done by saving the anonymity of participants.
✓ Adaptive Learning: Adaptive learning represents a methodology that leverages technology to individualise the educational journey for each student. This approach incorporates algorithms to evaluate student performance and deliver personalised content and feedback tailored to their specific requirements. A primary advantage of adaptive learning is its facilitation of self-paced learning, enabling students to progress rapidly and maintain sustained engagement by providing materials that address their individual strengths and areas for improvement (Muazam, n.d.).
In addition to innovative teaching methods, comprehensive support services are crucial for the success of mature non-traditional learners:
✓ Academic Support: Tailored academic support services, such as writing centres, designated labs, and study skills workshops, can help mature learners bridge any gaps in their academic preparation. At LSST we have a trained Academic Support team, to help students with their assignments, deliver workshops and support students through IT difficulties. The Academic Support services have led to a significant improvement in students’ skills and passing rates.
✓ Career Counselling: Career services that understand the unique needs of mature learners can provide valuable guidance on leveraging their education for career advancement or transition. LSST has a designated team for Career Counselling where students can go and ask for advice and support and focus on career paths relevant to LSST’s programs.
✓ Mental Health and Wellness: Recognising the multiple pressures faced by mature learners, institutions must increasingly offer mental health and wellness services tailored to this demographic. These services can be crucial in helping students manage stress and maintain work-life-study balance (Markle, 2015). Recognising the multiple pressures faced by mature learners, LSST offers mental health and wellness services through its Student Wellbeing Team.
In the current evolving landscape of higher education, it is imperative to employ innovative teaching methods to empower mature non-traditional learners. This can be achieved through the provision of flexible learning options, personalised learning paths, experiential learning opportunities, and comprehensive support services. Creating such an environment is crucial for ensuring the success and flourishing of these students. The unique strengths that mature learners bring to the classroom, including their life experiences, motivation, and diverse perspectives, can significantly enrich the educational experience for all students. Therefore, it is essential for educational institutions to continuously adapt and innovate to meet the distinctive needs of this expanding student population, ensuring that their teaching methods and support services remain pertinent and effective.
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