Student Assessment in Distance and Online Programs in Higher Education

By Caroline Huang, Brock University

The design of assessment plays an important role in distance and online programs. In order to find the most efficient practice in online learning environments, the gap can be shortened between the traditional learning experience and online learning by improving the flexibility and fairness of online assessment.

Potential Issues of Assessments and Possible Solutions

A great challenge for online and distance learning is the flexibility of assessments. A flexible assessment approach could provide options for online students to decide the topic, method, criteria, weighting, or timing of assessment and personalise their learning experience (Jopp & Cohen, 2020). This could encourage online learners to manage and control their studies in conjunction with work and family responsibilities (Jopp & Cohen, 2020).

The demand for flexibility of assessment at institutions of higher education is relatively high compared with conventional learning, since a large percentage of online students are non-traditional students such as mature-aged and part-time students who often have multiple duties and responsibilities to take at the same time, such as employment and family commitments (Jopp & Cohen, 2020). Jopp and Cohen (2020) believe that student satisfaction and student success rates like retention rates and completion rates were lower for online non-traditional students, due to these unanticipated challenges from work and life.  Moreover, the flexibility of online assessment also could benefit other non-traditional learners such as first generation college students and disabled students. These underrepresented people need a new assessment method to promote their engagement (Wynants & Jessica, 2018).

In one example of a flexible assessment approach, students are given the choice of using the accumulation of ‘credits’ as a way of securing a final grade. The study reported 36% of students showed improvement in their grades (Jopp & Cohen, 2020). Another report done by Guerrero-Roldan and Noguera (2018) says that “the results of survey from interview and questionnaire at fully online university meant that increasing assessment options is a useful way to promote student satisfaction and facilitate student success”. At the same time, a variety of assessment tasks could test students’ comprehensive abilities such as communication skills, teamwork, presentation skills, and case analysis.

In addition to flexibility, fairness of online assessments is another challenge for educators and institutions to deal with. There is a surprisingly survey showing that 92% of students admitted that they had cheated no less than one time or knew others did (Peled et al., 2019). Furthermore, almost 60% of 172 surveyed students and 69 faculty members in diverse academic fields thought the cheating was easier in online exams (Peled et al., 2019). Also, many reports illustrate that students admit that they have higher possibilities of cheating in online courses, if they have opportunities (Peled et al., 2019). Unethical behavior in the academic environment is not a rare phenomenon because the opportunity and temptation of academic dishonesty are increased by the rapid development of online technology (Hollis, 2018). Even though online courses are not a predominant factor in the prediction of academic dishonesty, an unhealthy learning environment and undeveloped assessment systems in institutions would affect the likelihood of misbehavior indirectly and student success negatively (Peled et al., 2019).

The best and most direct way to prevent and control the behavior of academic dishonesty is to strengthen the preventative policies and procedures. There are some methods that could be recommended from the organizational and faculty-level aspects separately. For faculties, using photo ID for registration and online exams, asking students to hand in drafts of work, developing group projects to encourage engagement, applying anti-plagiarism programs such as Turnitin, and requiring webcams to monitor exams are highly recommended. On the other hand, checking IP addresses, using test centers for all assessments, advertising severe penalties for cheating are simple and useful methods to apply for institutions (Hollis, 2018). Additionally, the oral examination such as videoconferencing is a good form of assessment which could eliminate chances for academic dishonesty, but also practice communication skills (Akimov & Malin, 2020).

References

Akimov, A., & Malin, M. (2020). When old becomes new: A case study of oral examination as an online assessment tool. Assessment & Evaluation in Higher Education, 1-17. doi:10.1080/02602938.2020.1730301

Delnoij, L. E., Dirkx, K. J., Janssen, J. P., & Martens, R. L. (2020). Predicting and resolving non-completion in higher (online) education – A literature review. Educational Research Review, 29, 100-313. doi:10.1016/j.edurev.2020.100313

Hollis, L. P. (2018). Ghost-students and the new wave of online cheating for community college students. New Directions for Community Colleges, 2018(183), 25-34. doi:10.1002/cc.20314

Golden, J., & Kohlbeck, M. (2020). Addressing cheating when using test bank questions in online Classes. Journal of Accounting Education, 52. doi:10.1016/j.jaccedu.2020.100671

Guerrero-Roldan, A., & Noguera, I. (2018). A model for aligning assessment with competences and learning activities in online courses. The Internet and Higher Education, 38, 36-46. doi:10.1016/j.iheduc.2018.04.005

Jopp, R., & Cohen, J. (2020). Choose your own assessment – assessment choice for students in online higher education. Teaching in Higher Education, 1-18. doi:10.1080/13562517.2020.1742680

Peled, Y., Eshet, Y., Barczyk, C., & Grinautski, K. (2019). Predictors of academic dishonesty among undergraduate students in online and face-to-face courses. Computers & Education, 131, 49-59. doi:10.1016/j.compedu.2018.05.012

Wynants, S., & Dennis, J. (2018). Professional development in an online context: opportunities and challenges from the voices of college faculty. Journal of Educators Online, 15(1). doi:10.9743/jeo2018.15.1.2

Necessity of Post-Secondary Marketing Change to Attract the Conservative Mennonite Student

By Leola Frey, Brock University

The first few articles from a ‘why do people get a degree?’ Google search showed that increased career opportunities and higher wages are still society’s top arguments for the necessity of obtaining a degree. (Loveless, n.d.; Joubert, 2020; Molly, 2017). However, it should be noted that when considering the term ‘society’, there is one group within North America’s boundaries, the conservative Mennonites, that do not share the same perspective on the purpose of a degree as the rest of society.

Marketing of Higher Educational Institutes

Conservative Mennonites aside, if career and wages are the motivation for higher education for most of society, then there should be no contestation regarding institutes portraying a marketing focus on post-educational possibilities, rather than a marketing focus on possible educational experiences. Brownlee (2014) argues that Canadian universities are being more affected by the corporate world, changing the university’s goals from being of service to their broader communities to focusing more on the private, commercial interests. However, in alignment with Brownlee’s argument that universities traditionally placed an emphasis on serving their greater communities, Vaart & Heijnen (2017) state that students do not attend university just to study, acquire the degree and begin their career. Students come for the community, the meeting places that grant students opportunity to “make friends, develop a network for life, and maybe even find their future partner” (Vaart & Heijnen, 2017, p. 91).

Still, a fleeting browse through the ‘future student’ web pages of Brock University (2020) and the University of Waterloo (2020) indicated that information regarding available programs and the success of previous students is more easily accessible than student life opportunities. Ultimately though, all students will be headed away from the institution, out to begin their career, so why is a career – focused marketing approach a problem?

Missing the Opportunities

Vuolo, Mortimer and Staff (2016) say that supporters of higher education argue that graduates with degrees earn higher wages than high school graduates and that “even in recessionary times, college graduates have higher rates of employment, less unemployment, and find jobs more quickly than those without college degrees” (para. 1). This is encouraging for a degree-holder, but it still does not guarantee a job. Jackson (2020) says that among Australian graduates, there is substantial concern regarding employment forecasts due to increasing numbers of higher education students, packed labour markets and an unstable global economy. According to a February 2020, Stats Canada report, Canada has also seen an increase in higher education enrollment numbers over the past years. Canada is also affected by the global economy, therefore, like their Australian colleagues, Canadian graduates may also have concerns regarding the likelihood of acquiring a job post-graduation. With parents, the institution and society focusing mainly on a student’s future career, a student could easily suffer from tunnel vision, focusing solely on becoming educated for their future, while missing out on multiple life experiences that post-secondary education readily offers through student engagement programs.

As society and institutes focus on graduate career successes, they deter various groups from pursuing further education. The conservative Mennonite groups value quality education and put great emphasis on community, but they also focus on modest living (Draper 2017). They find good jobs, many of them owning small businesses and with this, they live comfortably. Their focus is not about increasing their wealth. It is about family and community. Therefore, especially for the Old-Order, Amish and Markham sectors of Mennonites, an education system that continually markets careers and wages as the objective for studying is strongly discouraged, although they would flourish within the community atmosphere and offer much to peers in their post-secondary commune.

A key informant (M.E. Roth, personal communication, September 29, 2020) who is a member of the conservative Mennonite church, has her BScN and taught for many years at Conestogo College stated that by cutting themselves off from the world of post-secondary education, these communities not only miss out on the community experience, they leave themselves vulnerable. They are trusting people, believing in the good of the community but many within the Conservative Mennonite Communities lack strong critical thinking skills. According to Plotnikova & Strukov (2019), forming their ability to think critically is a skill that individuals learn throughout their higher education. Therefore, by not participating in higher education, many Conservative Mennonites fail to develop their critical thinking skills, putting themselves at risks of being taken in by scams or conspiracy theories during times such as COVID-19. However, not only do Conservative Mennonites leave themselves open to fraud and miss out on astounding life experiences, the institutions lose the addition of unique perspectives within their classrooms and research programs.

Moving Forward

Change will be slow, progressing forward in a circular momentum. If society’s mentality of a degree’s purpose shifts, students may focus on and advertise the valuable life experiences they gained through their post-secondary communities. This can influence the institutes marketing focus, ultimately causing greater change to society’s idea of higher education. Little by little, as each step influences the next, a more balanced marketing strategy can be created. One that appeals to all of society’s groups to engage in what the institute is offering.

References

Brock University (2020, October 17). Discover Brock University. https://discover.brocku.ca/

Brownlee, J. K. (2014). Irreconcilable differences: The corporatization of Canadian universities. [Doctoral Dissertation, Carleton University]. MacOdrum Library.

Statistics Canada(2020, February, 19). Canadian postsecondary enrolments and graduates, 2017 – 2018. Retrieved October 2020 from https://www150.statcan.gc.ca/n1/daily-quotidien/200219/dq200219b-eng.htm

Draper. B. (2017). 10 things to know about Mennonites in Canada. Canadian Mennonite. https://canadianmennonite.org/stories/10-things-know-about-mennonites-canada

Jackson, D. (2020). The changing nature of graduate roles and the value of the degree. Journal of Higher Education Policy and Management, 42(4), 1-15. https://doi.org/10.1080/1360080X.2020.1777634

Joubert, S. (2020). 10 benefits of having a college degree. Northwestern University.

Loveless, B. (n.d.). Benefits of earning a college degree. Education Corner.

Molly (2017). The right choices: 5 reasons to pursue a college degree. Peterson’s.

Plotnikova, N., & E. N. Strukov. (2019) Integration of teamwork and critical thinking skills in the process of teaching students. Cypriot Journal of Educational Sciences, 14(1), 1-10. https://doi:10.18844/cjes.v14i1.4031.

University of Waterloo. (2020, October 17). About Waterloo. https://uwaterloo.ca/about/

Vuolo, M., Jeylan T. M., & Staff, J. (2016). The value of educational degrees in turbulent economic times: Evidence from the youth development study. Social Science Research, 57, 233–252. https://doi-org.proxy.library.brocku.ca/10.1016/j.ssresearch.2015.12.014

Vaart, R. V., & Armand, H. (2018). Places of engagement: Reflections on higher education in 2040 – A global approach. Amsterdam University Press. https://muse.jhu.edu/book/76703

Supporting Student Success in Distance Education

By Jessica Yaguchi, Brock University

Distance education has become the primary way of learning for post-secondary students since colleges and universities closed down due to the novel coronavirus (Moawad, 2020). Likewise, online learning has gained recent popularity as universities and colleges support distance learning within their degree programs (Pardo, Han, & Ellis, 2017). Distance education can be defined as students learning virtually with no face-to-face interaction with their peers and professor (Wang, Shannon, & Ross, 2013). Students are required to self-regulate their time and themselves as they navigate through their online course with readings, assignments, and forum discussions (Wang, Shannon, & Ross, 2013). Moreover, some more than others are expected to adjust to a new learning environment that might not support their learning style (Ke, & Xie, 2009). It is important to recognize how educators can support student success in distance education as distance learning has become the predominant means of learning for most students this academic year.

The Role of the Student and Educator

The student and educator each carry important roles as they navigate through distance learning simultaneously. The student is required to actively engage in forum discussions, complete various assignments, and readings each week (Wang, Shannon, & Ross, 2013). To be successful in distance learning, students should develop the skills of self-regulated learning and student engagement. 

Self-regulated learning (SRL) can be defined as internal motivation a student has toward the completion of a course (Pardo, Han, & Ellis, 2017). SRL occurs when the student completes various assignments for completion within the courses they are enrolled in. Self-regulated learning extends to various positive learning outcomes not limited to time management skills, motivation, and success in the course (Pardo, Han, & Ellis, 2017). Finally, student engagement is another factor when considering the role of the student. Student engagement can be defined as the time and commitment offered to complete and interact within the online course (Kahn, Everington, Kelm, Reid, & Watkins, 2017). Similarly, student engagement in general is required in blended, distance, or face-to-face learning. Student engagement is not limited to participating in forum discussions and attending virtual lectures for the course. Student engagement depends on the student to pursue their goals within their online course; thus, the student needs to have effective self-regulation and student engagement practices (Pardo, Han, & Ellis, 2017; Kahn, Everington, Kelm, Reid, & Watkins, 2017).

The role of the educator involves the development of the online course such as the syllabus detailing course outcomes and a weekly agenda (Kauffman, 2015). Moreover, the educator supports and fosters a learning environment that is engaging and allows for discussion (Kauffman, 2015). While there are many roles of the educator, there are specific means of what the educator could do to guide their students for success in distance learning, for instance, being present when the discussions in the forum are most active, having content knowledge, and providing feedback to their students (Kauffman, 2017). Finally, since distance learning is limited to using a computer, the instructor could use differentiated teaching methods such as offering videos, PowerPoint presentations, readings, and different forms of assessment to support student success.  

Conclusion 

In summary, as we move to a primarily online learning platform, it is of the educator and student to work together as they navigate distance learning. The student should develop the skills of self-regulated learning to be successful as it promotes motivation, time management, and student success in the course. Likewise, the educator can create a high-quality online course that outlines course and learning outcomes, and assessment for the students to follow.

References

Kahn, P., Everington, L., Kelm, K., Reid, I., & Watkins, F. (2017). Understanding student engagement in online learning environments: the role of reflexivity. Education Tech Research Dev, 65, 203-218. DOI: 10.1007/s11423-016-9484-z

Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology, 23. DOI: http://dx.doi.org/10.3402/rlt.v23.26507

Ke, F., & Xie, K. (2009). Toward deep learning for adult students in online courses. Internet and Higher Education, 12, 136-145. DOI: 10.1016/j.iheduc.2009.08.001

Moawad, R.A. (2020). Online learning during the COVID- 19 pandemic and academic stress in university students. Revista Romaneasca pentru Educatie Multidimensionala, 12(1Sup2), 100-107. https://doi.org/10.18662/rrem/12.1sup1/252

Pardo, A., Pardo, F., & Ellis, R. (2017). Combining university student self-regulated learning indicators and engagement with online learning events to predict academic performance. IEE Transactions on Learning Technologies, 10(1), 82-92.

Wang, C. H., Shannon, D., & Ross, M. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323. DOI: http://dx.doi.org/10.1080/01587919.2013.835779

The Skills Gap and Its Effect on Post-Secondary Graduates

By Roia Dagher, Brock University

Post-secondary education provides many opportunities for students to complete their degree and gain experience within the community. One of many reasons that students attend university or college is to graduate with a degree/diploma to find employment within their study field (Wolff & Booth, 2017). Many students face graduating without a guaranteed job, and they begin to wonder, what am I missing? I have the degree, why am I not hired? Wolff and Booth (2017) indicate that employers are looking for graduates that have a set of critical abilities, for example, problem-solving skills such as critical thinking and professional strengths such as work ethic. These are some of the many soft skills students lack and that employers require when entering the workplace (Wolff & Booth, 2017). In this blog post, I will discuss how institutions address this and what possible solutions could be put in place to eliminate this critical issue in post-secondary education. 

From an administrative development viewpoint, a skills gap is observed as a substantial gap between an organization’s current abilities and the skills it needs to reach its goals (Association for Talent Development, 2015). During recent years, the skills gap in the United States and globally has increased significant attention (Association for Talent Development, 2015). Around one-third of employees with post-secondary degrees or certificates are unemployed (Fisher & Scott, 2011). This is a problem that students and organizations do not realize until they graduate. Not only are individual institutions suffering the effects of the skills gap, but populations, states, regions and entire nations are paying a heavy price because they are unable to locate or train employees with the right skills for essential employment (Singh & Sharma, 2014).

How are Educational Institutions Addressing This? 

Educational institutions play a significant part in constructing accomplished, independent, self-directed students who will become confident leaders in society (Babu et al., 2020). According to Viczko et al. (2019), the Universities Canada (UC) documents indicate the skills gap is because of the lack of involvement in post-secondary education, which results in a workforce lacking the skills that employers require. Educational institutions in Canada and worldwide implement experiential learning to programs. For example, the University of British Columbia (UBC) agrees that experiential learning is critical as it is part of a broader learning experience that enables students to make applied connections (McPhee & Przedpelska, 2018). UBC offers field courses for undergraduate students locally and internationally (McPhee & Przedpelska, 2018). Their goal is to provide students with much experience, allowing them to learn from reflective practice to gain critical thinking skills, which would be beneficial for the workplace (McPhee & Przedpelska, 2018).

From a global perspective, experiential learning is happening at the University of South Africa (UNISA). The university’s course is entitled “Administrative Practice,” and it prepares students to enter the work environment with soft skills. Nenzhelele’s (2014) study found that most students that took this course found it prepared them for the future. Educational institutions worldwide are introducing experiential learning courses (Nenzhelele, 2014). They must, however, ensure that the courses accomplish what they are designed to do. This can be achieved by a continuous review of these courses (Nenzhelele, 2014). Evaluating these courses can be done by collecting data from students through a questionnaire, for example, asking students what employability skills they’ve encountered throughout the course (Nenzhelele, 2014).

Looking forward

One way to bridge the skills gap is to provide recommendations to the community, institutions, and researchers. Institutions can reevaluate the administration work and recognize between the soft and hard skills that students achieve. Providing workshops to students about the importance of soft skills and how students can identify those skills by completing their degrees would benefit them in the long run. Many programs offer internships/co-op, but what if institutions can relook at applying those opportunities to all programs? Perhaps institutions can collect current students’ and recent graduates’ viewpoints regarding what soft and hard skills they’ve encountered throughout their post-secondary education. Furthermore, Rowe and Zegwaard (2017) suggest that further research is required on curriculum (re)design that allows higher-performance graduates to find employment. Additionally, Wolff and Booth (2017) recommend working with other institutional executives on the difficulties of strategically integrating employers’ interests with higher educational programming. If institutions and researchers consider these implications, they can help eliminate the skills gap and have students’ employment ready to graduate. 

References

Association for Talent Development (2015). Bridging the skills gap: Workforce development is everyone’s business. Retrieved from http://www.voced.edu.au/content/ngv:71533.

Babu, A., Arulanand, N., & Chandran, V. (2020). Skill development through experiential Learning: A case study for product development scenario. Procedia Computer Science, 172, 16–21. https://doi.org/10.1016/j.procs.2020.05.002

Fisher, G., & Scott, I. (2011). Background paper 3: The role of higher education in closing the skills gap in South Africa. Human Development Group, Africa Region, 1-54.

McPhee, S., & Przedpelska, S. (2018). Experiential learning, community engagement, and student experience: Undergraduate field school course in rural British Columbia. The Canadian Geographer, 62(3), 372–383. https://doi.org/10.1111/cag.12436

Nenzhelele, T. (2014). Employability through experiential learning course in open distance

learning institution. Mediterranean Journal of Social Sciences, 5(20). https://doi.org/10.5901/mjss.2014.v5n20p1602

Rowe, A. D., & Zegwaard, K. E. (2017). Developing graduate employability skills and attributes: Curriculum enhancement through work-integrated learning. Asia-Pacific Journal of Cooperative Education, 18(2), 87–99.

Singh, M., & Sharma, M. K. (2014). Bridging the skills gap: Strategies and solutions. IUP Journal of Soft Skills, 8(1), 27-33.

Viczko, M., Lorusso, J., & McKechnie, S. (2019). The problem of the skills gap agenda in Canadian post-secondary education. Canadian Journal of Educational Administration and Policy, 191, 118-130.

Wolff, R., & Booth, M. (2017). Bridging the gap: Creating a new approach for assuring 21st century employability skills. Change: The Magazine of Higher Learning, 49(6), 51-54, DOI: 10.1080/00091383.2017.1399040

Alternative Learning Strategies in a Time of Crisis – COVID-19

By Sabrina Dharshi, Brock University

Educational institutions worldwide went into lockdown at the beginning of the COVID-19 outbreak. Italy shut down schools on February 25th, just after the first case on February 21st (Favale et al., 2020). There was insufficient time for instructors to plan out how they would be teaching the rest of the semester. They buckled down after the temporary closure of facilities and created alternative forms of learning other than the traditional face-to-face environment. (Abbey & Hoxley, 2020). E-Learning (EL), blended-learning (BL), and flipped classroom (FC) have been widely implemented as methods of teaching and learning in lecture courses in many parts of the world (Thai et al., 2020). However, lab-based courses are gradually adjusting to the online environment, requiring a more structured learning environment than lecture courses (Disanti,2020). These online learning environments can be considered a panacea during the COVID-19 pandemic (Dhawan, 2020) and educational leaders are doing their best to create a persistent learning environment (Petroski & Rogers, 2020). By researching adaptive teaching and learning methods implemented to address COVID-19, I hope to provide an analysis of current online teaching modes and implications for future laboratory environments.

Flexible Learning in Higher Education

Flexible learning encourages self-development and effective learning (Dhawan, 2020). Students acquire a sense of autonomy as they become responsible for creating their schedule to learn material and complete their courses (Petroski & Rogers, 2020). The three types of online learning environments are EL, BL, and FC, which incorporate web-based lectures that are synchronous or asynchronous (Thai et al., 2020). There are pros and cons of each, and it provides a more self-directed learning style than the traditional face-to-face classes (Thai et al., 2020).

Laboratory Sessions in Higher Education

Lab instructors are grappling with the idea of social distancing in the on-campus labs as they have to abide by health and safety regulations (Abbey & Hoxley, 2020). Some colleges have committed to creating online labs while maintaining a meaningful classroom experience (Sheridan College, 2020). Sheridan College has created a virtual lab for its students in an Engineering Technology program, allowing them to develop hands-on experience from over the computer. The simulators are designed according to the technology that would have been used on campus. Creating virtual labs that are interactive and appealing to students is the key to using virtual labs as a learning tool (Sheridan College, 2020). Another model of online labs includes using laboratory kits for at home experiments (Abbey & Hoxley, 2020). Basic science labs can use household items (Abbey & Hoxley, 2020). But for others, instructors would have to organize laboratory kits. There are several setbacks to this method. Students in a microbiology lab found that purchasing lab kits were more costly than expected (Disanti, 2020). Along with lab material costs, students are expected to have a properly formatted laptop or a PC to run the software for their lab instead of their school PC’s (Disanti,2020). Also, storing laboratory kits in your home may be hazardous if the kit includes bacteria or other testing materials (Disanti,2020). 

There are two recommendations that I would suggest when making laboratory sessions online. First, ensure that lab sessions allow for collaborative learning. This type of learning encompasses a platform where students can communicate through discussion forums, chats, or group learning initiatives. Research shows that collaborative learning techniques use higher-order cognitive processes and can develop cognitive structures in the brain (Thai et al., 2020). Second, provide sufficient information to complete the lab, such as using an online simulator, steps to log in, or necessary household materials to complete work (Flaherty, 2020). I would also suggest that instructors use software that is compatible with both Mac and PC’s.

Leaders in higher education are the innovators of tomorrow’s world (COU, 2016). They want to ensure students are receiving a good education, and this is possible if research is done is a timely manner. Future research can examine the relationship between the level of difficulty of labs and lack of motivation. The first online laboratory session must not be challenging for students because it could overwhelm them (Martin, 2020). Studies can compare both in-person labs and online labs to determine the effectiveness of lab methods. Overall, research can be done to improve current online teaching methods and determine the implications for future laboratory courses.

To conclude, the analysis and recommendations here provide practical online learning techniques that instructors can use during the pandemic. If followed correctly, administering labs virtually can be easier during this unprecedented time, especially during phase 2 of COVID-19.

References

Abbey, B., & Hoxley, D. (2020, September 06). Lab experiments in the pandemic moved online or mailed home to uni students. The Conversation. Retrieved October 10, 2020, from https://theconversation.com/lab-experiments-in-the-pandemic-moved-online-or-mailed-home-to-uni-students-138794

COU (2016). Council of Ontario Universities: Preparing our students for tomorrow’s world. Online at https://cou.ca/wp-content/uploads/2017/02/COU-Biennial-Report-2014-2016.pdf

Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018

Disanti, C. (2020, September 14). Students struggle to adjust to remote and hybrid science labs. The Hawk Newspaper. Retrieved October 17, 2020, from https://www.sjuhawknews.com/students-struggle-to-adjust-to-remote-and-hybrid-science-labs/  

Favale, T., Soro, F., Trevisan, M., Drago, I., & Mellia, M. (2020). Campus traffic and e-Learning during COVID-19 pandemic. Computer Networks, 176, 107290. doi:10.1016/j.comnet.2020.107290

Flaherty, C. (2020, March 18). How institutions are approaching scientific research during COVID-19. Inside Higher Ed. Retrieved October 10, 2020, from https://www.insidehighered.com/news/2020/03/18/how-institutions-are-approaching-scientific-research-during-covid-19

Martin, A. (2020, March 16). How to optimise online learning in the age of Coronavirus. UNSW Sydney Newsroom. Retrieved October 15, 2020, from https://newsroom.unsw.edu.au/news/social-affairs/how-optimise-online-learning-age-coronavirus

Petroski, D. J., & Rogers, D. (2020). An examination of student responses to a suddenly online learning environment: What we can learn from gameful instructional approaches. The Journal of Literacy and Technology, 21(2), 102-110. Retrieved from http://www.literacyandtechnology.org/uploads/1/3/6/8/136889/jlt_vol_21_2__v1.02.pdf#page=102  

Thai, N. T., Wever, B. D., & Valcke, M. (2020). Face‐to‐face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions. Journal of Computer Assisted Learning, 36(3), 397-411. doi:10.1111/jcal.12423

Virtual lab illustrates Sheridan’s commitment to meaningful learning experiences during pandemic. (n.d.). Sheridan College Latest News. Retrieved October 12, 2020, from https://www.sheridancollege.ca/news-and-events/news/virtual-lab-illustrates-sheridans-commitment-to-meaningful-learning-experiences-during-pandemic

Intellectual Disabilities (ID) in Higher Education: Inclusion and Accommodation for Students with ID

By Polixeni Karanis, Brock University

Why is this an Issue?

An intellectual disability is a disability where there are limitations with an individual’s intellectual functioning, which can affect day to day activities. Individuals with ID differ from other disabilities through the limitation to adapting to social routines, situations and behaviours, compared to developmental disabilities where they have more cognitive and physical difficulties. All these factors create more of an implication to an individual’s learning experience. It is important for educators to consider how an individual may feel in a setting of higher education, with respect to it being an adjustment. This issue is important to address because more students with disabilities are enrolling in post-secondary programs. “Sixty percent of respondents indicated that students with an ID were formally enrolled in the college” (Grigal, Hart, & Weir, 2012, p. 226).

What Accommodations are Available for Students with ID?

When researching this topic, articles that were found talked about what resources are available in different countries in the world for students with ID. Corby, Taggart and Cousins (2018) explain that in the republic of Ireland there is a national plan for equity of access to higher education that focuses on the increasing levels of participation with social disadvantage, mature students, people with disabilities, and Irish travellers (p. 340). The Disability Access Route to Education (DARE) is used by students in post-secondary intuitions even though they acknowledge that students with learning disabilities or intellectual disabilities are excluded from this plan (Corby et. al, 2018). This was shocking to me, as most post-secondary institutions in Canada have accommodations for students with intellectual disabilities Excluding people with intellectual disabilities from this plan doesn’t give students or parents the confidence that success is a priority.

Appropriate accommodation services in post-secondary education for people with disabilities are vague, without specific procedures for accommodating these students (Deuchert, Kauer, Liebert & Wuppermann, 2017). I think that post-secondary institutions should take the time to have a set plan in order to accommodate students’ needs. It is important to set students up for success in higher education, focus on their strengths, and create an optimal learning experience where they feel confident in themselves. Students with a disability deserve to know what an institution can offer them, for their own ease, and parents ease that will allow their child to learn according to their individual strengths.

For accommodation to be given to a student, there must be consistent history of a diagnosis, where assessment has been made by a professional (Weis, Dean, & Osborne, 2016). For most institutions information about accommodation is very minimal (Weis, Dean, & Osborne, 2016).

Integration of Community Integration

Students with intellectual disabilities can have difficulties with their social skills and it is important for post-secondary institution give these students to improve on these skills. Practicing social skills will benefit the students’ abilities to achieve academically and give hands on opportunities that will help in the future. Giving potential employment opportunities that result in integration and inclusion within the community (Martinez & Queener, 2010) that allows individuals to make their own decisions about what kind of employment they’d be interested in. Furthermore, being able to regulate a student’s ability to fully participate in the community is important because individual needs, services, need to be met. In addition, relationships with others can be beneficial to their learning goals that will improve social skills (Martinez & Queener, 2010).

Importance of Inclusion

Being able to provide students with support systems also allows for inclusion to occur for example, providing partnerships, and counselors allows for relationships to improve through the that feeling of being included in a post-secondary institution (Cook, Hayden, Wilczenski & Poynton, 2015). Providing students with this individual support it allows engagement to students with ID to be exposed to inclusive practices (Cook et. al, 2015). Students with ID will appreciate the opportunity to be treated like other students and have a sense of belonging in post-secondary institutions.

Conclusion

Overall, accommodation and inclusion are the two areas where post-secondary institutions need most attention regarding students with ID. Students with ID are usually accommodated with the same resources as students with learning disabilities. Students with ID differentiate because they need more individual attention and accommodation. These accommodations are not likely to be presented anywhere prior to attending that institution (Corby et. al, 2018). Therefore, this could make the transition to postsecondary more difficult without the support that these students need. Inclusivity is becoming more common with students with ID in post-secondary institutions, where institutions are able to provide individual assistance to finding possible employment for students. Introducing students into the workplace allows them to work on certain skills they may need to develop. Students with ID deserve the same experience in a post-secondary institution, as they are human beings who have the right to their education and to succeed in the future.

References

Cook, A. L., Hayden, L. A.; Wilczenski, F., & Poynton, T. A., (2015). Increasing access to postsecondary education for students with intellectual disabilities. Journal of College Access, 1(1), 42-55.

Corby, D., Taggart, L., & Cousins, W. (2018). The lived experience of people with intellectual disabilities in post-secondary or higher education. Journal of Intellectual Disabilities, 24(3), 339.

Deuchert, E., Kauer, L., Liebert, H., & Wuppermann, C. (2017). Disability discrimination in higher education: analyzing the quality of counseling services. Education Economics, 25(6), 543-553.

Grigal, M., Hart, D., & Weir, C. (2012). A survey of postsecondary education programs for students with intellectual disabilities in the United States. Journal of Policy and Practice in Intellectual Disabilities, 9(4), 223-233.

Lindsay (2020, August 10). Infographic: Myths and misconceptions about hiring people with disabilities. Retrieved from https://ceric.ca/2018/11/infographic-myths-and-misconceptions

Martinez, D., & Queener, J., (2010). Post-secondary education for students with intellectual disabilities. HEATH Resource Center, 1-36.

­­­­­Weis, R., Dean, E. L., & Osborne, K. J. (2016). Accommodation decision making for post-secondary students with learning disabilities. Journal of Learning Disabilities, 49(5), 484-498.

RPL: A lost opportunity to support non-traditional students

By Patricia Bell, Brock University

Recognition of Prior Learning (RPL) is the “practice of awarding formal recognition and credit for non-formal and informal learning that adult students have acquired through … use of relevant life and work experiences” (Harris & Wihak, 2017, p.16).  In theory, this is an amazing opportunity for non-traditional students to earn credit and save money and time in pursuing higher education.  The reality is that many students are either unaware of these opportunities or are not able to take advantage of them (Browning, 2020; Wihak, 2007).  

Policies regarding RPL have been introduced worldwide (Cooper et al., 2017).  South Africa in particular, has focused on using RPL to achieve equity and widening participation in higher education (Cooper et al., 2017).  In stark comparison, Canadian universities RPL programs remain “fragmented and seriously under supported” (Browning, 2020, p.15). 

So what?

RPL has many potential benefits for the student, society, and the institution.  By not addressing the issue of fragmented and under supported RPL programs, everyone is missing out on a multitude of benefits. Some of the potential benefits for stakeholders include:

Student Benefits	Society Benefits	Institution Benefits
Means to access formal study	Increased labour force	Supports lifelong learning
Exemption from courses or parts of courses	Improved pathways to training and work	Good marketing hook- incentive to enroll
Opportunity to connect prior learning to the higher education program	Opens opportunities for under-represented groups	Key retention tool
Growth in self-knowledge, self-discovery, empowerment, motivation, self-confidence, and critical thinking	Social inclusion and wider access to higher education
Flexibility in degree completion, entry and exit points	Potential to contribute to social justice
Time and cost savings

(Browning, 2020; Cooper et al., 2017; Harris & Wihak, 2017; Hoover, 2010; Wihak, 2007)

What are people saying?

There are three trains of thought regarding this issue: those that are for it, those who are against it, and those who believe that the concept is good, but is being executed poorly. 

Individuals in support of RPL believe that it responds to our changing demographic of students (Wihak, 2007) and recognizes the experiential learning the student has done as valid.  They recognize lifelong learning as necessary to remain current in our ever-changing work force.  They understand that specialised forms of knowledge are being acquired outside of higher education and workplace situations closely relate to the outcomes of certain courses and therefore, why redo the course (Harris & Wihak, 2017).

Individuals opposed to RPL to earn credit towards a higher education degree see the program as a failure.  Many of these individuals act as gatekeepers- determining what will count as “worthwhile, academic knowledge” (Cooper et al., 2017).  They typically belong to the institution of higher education and believe using RPL may compromise the quality of academic standards.  They question “inconsistent processes and invalid or unreliable outcomes” (Browning, 2020) and believe it is a “lesser form of the higher education experience” (Browning, 2020, p.18).  It is difficult for academics to change their teaching mindset from valuing institutionalized knowledge, to knowledge gleaned through experience (Conrad, 2010).  Challenges such as faculty time and resources and “financial viability and lack of funding” can be obstacles to implementation of an RPL program (Browning, 2020).

The third train of thought involves individuals who believe RPL has the potential to be a good tool, but that faculty are not provided enough training to mentor and coach students through the RPL process(Browning, 2020).  These individuals recognize the potential benefits of RPL but note that the demand from students is low because there is a lack of clear accessible information regarding the RPL program and process.   

Now what?

RPL has the potential of being an excellent learning tool that would allow non-traditional students to save on time and cost towards their degree.  Some ideas to make this program more effective include:

• Availability of easy to find information on the RPL program prior to enrollment.
• Ensure adequate information is provided to non-traditional students upon acceptance to the program.  Possibly have a recorded presentation available to professors to attach to their class webpage and ensure watching the video is one of the activities for the first week.  Make the video part of the new student orientation prior to the start of classes.
• Training for all staff so there is a better understanding of the benefits of an RPL program as well as the process and expectations of the staff. 
• Training for faculty in how to mentor and support students undertaking the process
• Detailed policies for students and faculty so the process is clear.

Online Resources

Canadian association for prior learning assessment: https://capla.ca/category/pla-resources/practitioners-resources/

Niagara College PLAR information page https://www.niagaracollege.ca/enrolmentservices/registration/plar/

PLAR at Athabasca university manual http://priorlearning.athabascau.ca/documents/PLAR-handbook.pdf

References

Browning, K. (2020). A case study on the recognition of prior learning (RPL) perception of university faculty. https://search-proquest-com.proxy.library.brocku.ca/docview/2396906810?accountid=9744&rfr_id=info%3Axri%2Fsid%3Aprimo

Conrad, D. (2010). Achieving flexible learning through recognition of prior learning practice: A case‐study lament of the Canadian academy. Open Learning: The Journal of Open, Distance and e-Learning, 25(2), 153–161. https://doi.org/10.1080/02680511003787479

Cooper, L., Ralphs, A., & Harris, J. (2017). Recognition of prior learning: The tensions between its inclusive intentions and constraints on its implementation. Studies in Continuing Education, 39(2), 197–213. https://doi.org/10.1080/0158037X.2016.1273893

Harris, J., & Wihak, C. (2017). To what extent do discipline, knowledge domain and curriculum affect the feasibility of the Recognition of Prior Learning (RPL) in higher education? International Journal of Lifelong Education, 36(6), 696–712. https://doi.org/10.1080/02601370.2017.1379564

Hoover, E. (2010, March 14). Where life earns credit: “Prior Learning” gets a fresh assessment. The Chronicle of Higher Education, 56(28). Gale Academic OneFile. http://link.gale.com/apps/doc/A221857458/AONE?u=st46245&sid=zotero&xid=a32e44cc

Wihak, C. (2007). Prior learning assessment & recognition in Canadian universities: View from the web. Canadian Journal of Higher Education, 37(1), 95–112.

Postsecondary Performance-Based Funding in Ontario

By Amanda M, Brock University  

For the forty-five publicly assisted postsecondary institutions in Ontario, May 2019 marked a substantial change to the Ministry of Colleges and Universities’ existing funding model. The new performance-based funding model shifted the allocation of outcomes-based funding from 1.4% in 2019 to 60% by 2025 (Spooner, 2019). In its most simplistic form, performance-based funding links public funds directly to pre-determined quantifiable measures and outcomes (Adam, 2020; Alshehri, 2016; Ziskin et al., 2014). By the year 2020, each institution’s Strategic Mandate Agreement (SMA) will include weighted targets for ten pre-determined metrics and establish a differentiation envelope and enrolment corridor (MTCU, 2020).  

Out of the ten identified metrics, six are linked to skills and career outcomes: graduate employment rate, graduation rate, graduate employment earnings, experiential learning, skills and competencies, and proportion of students enrolled in a program that is noted as an institutional strength/focus (MTCU, 2020, p.6). The remaining four metrics support community impact and economic development: institution-specific (economic impact), research funding and capacity (federal tri-agency funding), innovation (research revenue from private sources), and community/local impact (MTCU, 2020, p. 6).

With this drastic change to Ontario’s funding structure, an important question to consider is: How will students and postsecondary institutions be affected?

Funding Models and the Purpose of Postsecondary

By implementing a performance-based funding model, the Ministry of Colleges and Universities is strategically shaping the purpose and direction of postsecondary institutions in Ontario.

A performance-based funding model places emphasis on achieving outcomes and outputs to achieve public policy objectives and workforce priorities (Adam, 2020). Government bodies both within Canada and the USA have historically viewed “schools not as centres of learning but as enterprises which were functioning efficiently if their students went through without failing and received their diplomas on schedule and if the operation were handled economically” (Callahan, 1962, p. 247). Following a performance-based funding model, it could be suggested that the purpose of postsecondary is to produce an active workforce and intellectual property for industry (OUCC, 2019).

In contrast, many educators view the purpose of postsecondary as a holistic entity that improves the lives of students and community members. Nisar (2015) notes that “the personal, economic, and social benefits of higher education are well documented” (p. 289). Colleges and universities help to create critical thinking citizens while developing ground-breaking research to address local and international issues (OUCC, 2019). In addition, higher education also aids in the attainment of knowledge and has shown to increase happiness, life expectancy, and freedom (The Conversation, 2018). Understanding the benefits that postsecondary education provides and the purpose that education serves, how will the implementation of performance-based funding impact the stakeholders involved?

Impacts of Performance-Based Funding Models

Over the past two decades, a variety of social, economic, and political drivers have encouraged governments to adopt performance-based funding models (Adam, 2020). The Ministry of Advanced Education and Skills Development (2018) explains that “the purpose of this performance-based funding is to improve outcomes and to support continued differentiation within the PSE sector” (p. 9). Governments also consider performance-based models in hopes of increasing efficiency, productivity, accountability, and effectiveness, while addressing public policy objectives (Adam, 2020; Alshehri, 2016; Hillman et al., 2014). Finally, governments have noted that the model provides a framework to prioritize measures and criteria favored by global rankings and in turn, develop a presence on an international stage (Adam, 2020). 

Alternatively, faculty and administrators have noted a variety of reasons why a performance-based funding model disadvantages students and institutions. With metrics tied directly to graduate earnings, institutions are encouraged and financial compensated to favour high-paying sectors and are often pressured to discontinue programs that don’t adhere to the output requirements (Spooner, 2019). Being aware that achieving the established metrics leads to increased funding, colleges and universities are likely to game the system in order to outperform fellow institutions (Nisar, 2015; Spooner, 2019). With metrics tied to graduate completion,

“admission requirements are skewed to ensure only those students who postsecondary institutions consider to have the best chance of graduating are admitted” therefore, diminishing access for marginalized students (OUCC, 2019, para.10).

Suggestions for Working Within Performance-Based Funding Models

Acknowledging that Ontario postsecondary institutions will be working within the parameters of a performance-based funding model over the next five years, how can colleges, universities, and government create a more successful system that benefits all stakeholders? Alshehri (2016) suggests that neo-institutional theory can be used as a framework to encourage positive interactions and strong communication between institutions and government bodies. Another recommendation includes summoning the collective strength of faculty voice to ensure the attainment of metrics and academic freedom are kept in balance (Spooner, 2019). Finally, I would suggest that Colleges Ontario and the Council of Ontario Universities advocate for a reduction in the total percentage of performance-based funding, in order to place a greater focus on educational activities instead of the realization of government metrics.    

References

Adam, E. (2020). Governments base performance-based funding on global rankings indicators: A global trend in higher education finance or a global rankings literature fiction? A comparative analysis of four performance-based funding programs. International Journal of Educational Development, 76, 1-11.

Alshehri, Y. M. (2016). Performance-based funding: History, origins, outcomes, and obstacles. Journal of Higher Education Theory & Practice, 16(4), 33-42.

Callahan, R. E. (1962). Education and the cult of efficiency. Chicago Press.

Hillman, N. W., Tandberg, D. A., & Gross, J. P. (2014). Performance funding in higher education: Do financial incentives impact college completions? The Journal of Higher Education, 85(6), 826- 857.

Ministry of Advanced Education and Skills Development (MAESD). (2018). Transitioning to strategic mandate agreement 3 for Ontario universities and colleges. Retrieved from https://opseu.org/wp-content/uploads/2018/05/sma-consultation_document-march13-en-final.pdf

Ministry of Training, Colleges and Universities (MTCU). (2020). 2020-2025 Strategic mandate agreement. Retrieved from https://www.ryerson.ca/content/dam/provost/PDFs/SMA3_Instrument_Universities_DOCUMENTA.pdf

Nisar, M. A. (2015). Higher education governance and performance based funding as an ecology of games. Higher Education, 69(2), 289-302.

Ontario Universities and Colleges Coalition (OUCC). (2019, September 5). Ontario universities and colleges coalition opposes Ford government’s “performance” funding for postsecondary institutions. Retrieved from https://www.globenewswire.com/news-release/2019/09/05/1911802/0/en/Ontario-Universities-and-Colleges-Coalition-opposes-Ford-government-s-performance-funding-for-postsecondary-institutions.html

Spooner, M. (2019). Performance-based funding in higher education. CAUT Education Review. Retrieved from https://www.caut.ca/sites/default/files/caut-education-review-performance-based_funding_in_higher_education.pdf

The Conversation (2018, April 30). 3 vital ways to measure how much a university education is worth. Retrieved from https://theconversation.com/3-vital-ways-to-measure-how-much-a-university-education-is-worth-94208

Ziskin, M., Hossler, D., Rabourn, K., Cekic, O., & Hwang, Y. (2014). Outcomes based funding: current status, promising practices and emerging trends. Toronto: Higher Education Quality Council of Ontario. Retrieved from http://www.heqco.ca/SiteCollectionDocuments/Outcomes-Based%20Funding%20ENG.pdf

Making Higher Education Accessible to Mature Students

By Courtney Allen, Brock University

In conducting research, the term mature student is one that I came across often. I will be focusing on individuals with plants to begin their journey in higher education after not completing high school and those returning after a prolonged break. The issue lies in the inaccessibility of higher education for mature students (van Rhijn et. al., 2016). For example, many people who match the criteria of the mature student face obstacles such as affordability, accessibility, and erasure (Heagney & Benson, 2017). Making higher education more accessible to mature students can positively impact their enrollment, retention, and graduation rates. 

Accessibility is of great importance as it provides opportunities for educational success for those on a less travelled path. Statistics show that mature-aged students (aged over 25 years) had low access rates to university despite making up 25% of the student population (Heagney & Benson, 2017). The number of mature students in higher education has been on an upward trend since the 1950s (Heagney & Benson, 2017). I felt compelled to start the conversation here as I believe success in this regard will help remedy the erasure of mature students and boost institutional morale. It is incumbent upon institutional leaders to ensure opportunities to improve access are reflective of a positive institutional climate (O’Rourke, 2013). My ideas to reach this goal include better-suited means of support for students include understanding their unique needs, staff training based on such, reworking implementation of courses, and adult-friendly campuses.

Barriers Associated with the Mature Student Experience in Higher Education

Being a non-traditional participant in any activity or group can be daunting and filled with challenges. To create and eventually implement viable solutions, it is imperative that we fully understand the experience of the demographic in need. Mature students face obstacles to meeting academic goals beyond those of their traditional-aged peers (van Rhijn et. al., 2016). These include but are not limited to time pressure, financial pressure, and a wide range of responsibilities related to employment and family (van Rhijn et. al., 2016). In general, upon entering a college or university campus it can feel as though the ambience reflects the needs of traditional-aged students such as career guidance suitable for those entering the workforce as opposed to those transitioning in their field. 

The needs of mature students in Canada are often overlooked as policies relating to access to higher education continue to focus on traditional students (van Rhijn et. al., 2016). The learning environment should offer supports that are compatible with mature students’ needs to eliminate any neglect. As a result of their work and employment experience, mature students will differ in many ways. Their adult lives could require them to juggle various roles such as operating as spouses/single parents, breadwinners, and childcarers (Busher & James, 2020). Concerning retention, I argue that higher education institutions will increase engagement and graduation of mature students once changes are made. Meeting the needs of mature students can benefit not only the students attending school but their families, workplaces, communities, and the institutions where they have chosen to study (van Rhijn et. al., 2016).

How Institutions Can Support Mature Students

I brainstormed ideas for support ahead of researching with the intent to use my findings as validation. In doing so, I found that my most impactful recommendation would require a holistic approach to higher education, framing it as a system. 

Reworking Implementation & Adult-Friendly Campuses

It would be helpful if the environment reflected mature students. For example, courses may be offered only a few days a week, reducing the number of days that they have to physically attend school (Busher & James, 2020). On-site childcare directly contributes to the accessibility of education, making it simpler for learners who are parents to attend class with ease. This idea may also create an opportunity for those studying early childhood education or a similar field. I believe these recommendations will not only improve accessibility but build mature students’ confidence and competence as independent but collaborative learners (Bush & James, 2020). This outcome will then boost enrollment and retention as many of the common obstacles will have been remedied.

The Mature Student Experience & Understanding Specific Needs

Addressing accessibility to higher education for mature students will require understanding on the part of those in leadership staff roles. Research undertaken with student services colleagues and those in leadership roles can help to address the complex interweaving of threads that make up student support and student success (Heagney & Benson, 2017). This effort might look like designing workshops for all staff (academic and professional), collaboration on faculty, discipline or department basis to impact the institutional culture. This shift would encourage others to frame mature students as an active part of the student population, not outliers. As mature students begin to be considered more in planning and logistics, institutions can offer student services in the evenings to accommodate a more diverse population. Services can be changed to better fit the needs of adults who are at transitional stages in their career or are second career seeking (Chen, 2017). Overall, there is a strong need for more comprehensive and adult-friendly campuses.

Implications for Further Research 

Jones and Nangah (2020) argue that there is scope for higher education institutions to do more to serve this population in practice, rather than putting the onus on students to fit with current higher education policies. Further research should address mental health services for the specific needs of mature students. This endeavour would contribute to enrollment and retention.

Conclusion 

As the mature-student demographic continues to grow, they must be reflected in campus culture. Changes to the ways those with decision-making power consider mature students will impact the institution as a whole, improve recruitment, retention, and student success, making the return to studies more welcoming and accessible. Active listening for understanding will allow those in leadership to make more informed decisions to help make higher education more accessible. This effort will ease many of the burdens adult learners must confront in their decision to return to school.

References

Busher, H., & James, N. (2020). Mature students’ socio-economic backgrounds and their choices of access to higher education courses. Journal of Further and Higher Education, 44(5), 640–652. 

Chen, J. C. (2017). Nontraditional Adult Learners: The Neglected Diversity in Postsecondary Education. SAGE Open, 7(1), 1–12. https://doi.org/10.1177/2158244017697161 

Heagney, M., & Benson, R. (2017). How mature-age students succeed in higher education: implications for institutional support. Journal of Higher Education Policy and Management, 39(3), 216–234. https://doi.org/10.1080/1360080x.2017.1300986 

Jones, C. S., & Nangah, Z. (2020). Higher education students: barriers to engagement; psychological alienation theory, trauma and trust: a systematic review. Perspectives: Policy and Practice in Higher Education, 1–10. https://doi.org/10.1080/13603108.2020.1792572 

O’Rourke, C. (2013). Every student counts. In M. Kompf, & P. Denicolo (Eds.), Critical issues in higher education (pp. 67-81). Rotterdam: Sense Publishers.

Van Rhijn, T., Lero, D. S., Bridge, K., & Fritz, V. A. (2016). Unmet needs: challenges to success from the perspectives of mature university students. The Canadian Journal for the Study of Adult Education, 28(1), 29-47.