Nontraditional students have a number of distinctive concerns, of which “financial and family concerns are two of the biggest considerations that impact on the adult student experience” (Benshoff & Lewis, 1992, p. 2). Nontraditional students also generally need flexible schedules, conveniently located classes, developmentally appropriate instruction, updating to their study skills, and technology skills training, among other various needs (Falk & Blaylock, 2010). Many of these concerns are addressed via computers and technology in
Nontraditional students have a number of distinctive concerns, of which “financial and family concerns are two of the biggest considerations that impact on the adult student experience” (Benshoff & Lewis, 1992, p. 2). Nontraditional students also generally need flexible schedules, conveniently located classes, developmentally appropriate instruction, updating to their study skills, and technology skills training, among other various needs (Falk & Blaylock, 2010). Many of these concerns are addressed via computers and technology in