Inclusive Practices for Engaging and Supporting Mature Online Students

According to the National Center for Education Statistics (NCES), in 2019 approximately 2.6 million adults over the age of 35 years old were enrolled in college, and it’s projected that this number will increase to over 3 million by 2030. Based on the statistics, it is likely that instructors will have an increased number of “mature students”, or those who are returning to school after a significant number of years. Mature students may experience a number of unique challenges in pursuing their online education. Some challenges include (a) adjusting to varying learning management systems (LMS), (b) difficulty building connection and support, (c) managing several personal and professional obligations in addition to their academics, (d) ageist related micro/macro-aggressions from peers, and (e) increased levels of imposter syndrome. Instructors have an obligation to support mature online students by curating a safe, adaptable, equitable, and inclusive environment in which they feel a sense of belonging and wellness. In this presentation, the presenters will provide teaching strategies and practices for working with mature online students, so that they may be successful in confidently completing their degrees. The presenters will also invite the audience to share their own personal experiences and learned andragogy in working with mature students. Finally, the presenters will also discuss cultural considerations for working with mature students from culturally diverse backgrounds. While this session is welcoming of all NSU instructors working with mature online learners, we anticipate that this information may be most appropriate for graduate instructors who have an increased likelihood of interacting with mature students.