Abstract:
Student numbers in online distance education are steadily increasing, highlighting the growing impact of digital learning on higher education. The transition phase is critical for academic success, yet distance learners face unique challenges, such as a lack of belonging and higher dropout rates compared to on-campus students. Especially for non-traditional students, the flexibility of distance learning is appealing but comes with increased risks of disengagement and poor performance. This article explores how initial phases of studies can address non-traditional students and their specific needs. These students often face unique challenges due to atypical educational paths, work, or family obligations. By synthesizing findings from literature reviews on non-traditional students and the initial phase of distance learning, we identify current gaps and misconceptions, aiming to better address the needs of this diverse and growing student population.
Über die Autor*innen:
- Sabrina Schaper,
Dr., Wiss. Mitarbeiterin Lehrgebiet Mediendidaktik, Institut für Bildungswissenschaft und Medienforschung, FernUniversität (FeU) in Hagen, Leiterin Teilprojekt der FeU des BMBF-Verbundprojekts Transition into Distance Education/ TiDE - Stefanie Habermann,
Dr., Wiss. Mitarbeiterin BMBF-Verbundprojekt TiDE an der IU Internationale Hochschule - Jennifer Lange,
Wiss. Mitarbeiterin, Lehrgebiet Mediendidaktik, Institut für Bildungswissenschaft und Medienforschung, FernUniversität in Hagen. Tätig im BMBF-Verbundprojekt TiDE - Caroline Trautwein,
Prof. Dr., Professorin für Business Psychology im Fernstudium der IU Internationale Hochschule, Leiterin BMBF-Verbundprojekt Transition into Distance Edu-cation/ TiDE
