Many programs at CapU are designed to attract adults who are mid-career or returning to post secondary studies to make a career change. Often they are studying part time and online to accommodate work and family commitments. These students bring a rich diversity of experience and perspectives to the classroom along with a strong motivation to learn. They may also encounter challenges with unfamiliar technologies and expectations, which could pose barriers to their success.
A new resource site has been developed in eLearn to provide you with easy-to-import modules designed to help these students navigate the platforms and services they need at CapU and successfully make the transition to a new institution. If you have some of these students in your course or program, consider adding and adapting some of these modules to the home page of your eLearn site.
Course: Returning Student Resources | Capilano University eLearn
Suggestions for good practices
- Balancing complicated lives with study requires careful time management. Cancelled or rearranged classes may have more of an impact on someone who is juggling childcare and work commitments or who travels long distances to campus. The earlier that course schedules, including assignment requirements and deadlines, can be published, the easier such students will find it to organize their time.
- Those returning to learning after a break may have relevant professional experiences to contribute to class discussions and assignments. Try to create opportunities for them to lean into and share this experience.
- Communicate what will be expected academically, including recommending pre-reading or arranging catch-up sessions, to help ease the academic transition for those returning to learning after a substantial break.
- Provide flexibility in the way students can contact you recognizing that those with additional commitments may not be able to attend your office hours.
- Upload lecture notes and other resources on eLearn so that students can easily catch up if they occasionally have difficulty getting to the class.
- Recognize and value your students by approaching teaching sessions with an ethos of partnership, where both students and staff are seen as belonging to a community of learners.
- Opportunities to work in small groups can make it easier for students to get to know each other and ease social integration. Provide opportunities for small group discussion and, where appropriate, mix up the groups occasionally to increase their diversity.
- Students in their 20s may feel very different to those in their 40s. Don’t assume all returning students see themselves as ‘mature’ and avoid using that label unless you are confident that the student is happy to use it.
- Avoid assuming that older students struggle with technology more than younger students. Provide support to those who need it.
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