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Examining University Retention Efforts of Non-Traditional Students
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Author(s): Valerie McGaha-Garnett (Oklahoma State University, USA)
Copyright: 2012
Pages: 10
Source title:
Cases on Institutional Research Systems
Source Author(s)/Editor(s): Hansel Burley (Texas Tech University, USA)
DOI: 10.4018/978-1-60960-857-6.ch014
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Abstract
Many non-traditional and first-generation students face multiple limitations to successful academic achievement, like the case of the student referred to in this chapter named Sarah. A primary strength that Sarah identified, related to academic success, was her ability to provide emotional and financial stability for her family. To accommodate her full-time schedule and parenting demands, Sarah expressed a need to learn through distance education from a research-based, state university. Adult learners, like Sarah, are more likely to seek online instructional delivery services. They often do this to as they seek educational credentials and job enhancement for the workplace. Despite the increased usage of web-based course delivery, many students favor traditional learning environments in the university (Adams & Corbett, 2010). Thus, personal, academic, and social factors may determine non-traditional students’ preference in learning methods.
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