Differences and similarities between traditional students and non-traditional students
introduction

A traditional student can be defined as a certain category of students who are fresh out of high school and enroll directly into collage or universities and have no major life responsibilities such as part time work and people depending on them. A non-traditional student can be defined as a college or university student in his/her mid-twenties who delayed enrollment into college or university after graduating from high school. They have major life responsibilities such as; part time or fulltime jobs and they have people depending on them. There are various factors that contribute to one being a traditional student or a non-traditional student. Each category of students has its own characteristics that contributes to its definition and thus their similarities and differences.

The first most common difference between these two types of students is, traditional students are more ready and willing to enter an institution of higher learning because they have no responsibilities placed on them, therefore nothing is likely to interfere with their academic life. While for a non-traditional student too many years have passed without he/she being in a learning institution, and most of them require time to build their self-esteem and find motivation, thus lacking the willingness to return back and continue with their education. (Bursten, Stanley, and Gretchen 46). Traditional students have a lot of free time while non-traditional have less free time.

Different teaching methods are used to teach students in each category considering that students in each category have different needs. Research has shown that a traditional student requires a teaching style that involves maximum class hours and personal contact between the teacher and the student. This improves the social relationship between the students and their teacher which create a conducive learning environment. In teaching a non-traditional student, teachers may need to use a systematical way of teaching since these students need a relearning technique of study which involves use of visual images and support services such as writing labs and extra tutoring hours (Bursten, Stanley, and Gretchen 46). This will help in enhancing the performance skill of a non-traditional student.

Most traditional students are able to attend class because they have dedicated their time to their studies while non-traditional students are likely to take their studies online since they have no time to attend class. An instructor is likely to find an answer to a question asked by a student in a classroom discussion faster thus benefiting the student, while a question asked by a non-traditional student in an online class is not likely to find an answer quickly if the instructor does not have the answer at the time, the answer to this student’s question will be delayed and the chances of the online instructor forgetting about it are very high (Bursten, Stanley, and Gretchen 49). This at most disadvantages the non-traditional student studying online.

The differences between these two categories of students are many than the similarities, however, there are two similarities that cannot be ignored. The first one is that both categories of students need someone they can talk to about their frustrations, someone who will listen to them and offer advice on the step they should take next. The second similarity is that students in both categories experience difficulties in writing their academic papers. (Ferguson, Mary 17). difficulties in writing academic papers is a common problem among all students across all categories

Conclusion

The differences of these two categories of students are very much evident than their similarities. There are various conditions that forces one to be a traditional student or a non-traditional student. various teaching styles are used to teach each category since they all have different needs. Students in these two categories have a similar purpose which is to further their education and expand their knowledge in certain academic fields.

 

 

 

 

 

 

 

 

 

 

 

Work cited

Bursten, Stanley N, and Gretchen M. Reevy. Pedagogical Psychology: Beyond the 21st Century. , 2015. Print.

Ferguson, Mary J. Twenty-first Century College Commentaries on Traditional & Nontraditional College Students. Place of publication not identified: Rosedog Pr, 2013. Print.