The Part-Time Student Experience: Its Influence on Student Engagement, Perceptions, and Retention

Authors

  • Nicole Elizabeth Lee The University of Windsor

DOI:

https://doi.org/10.56105/cjsae.v30i1.5392

Keywords:

Adult Learners, Part-Time Students, Student Experiences, Student Challenges, School Affinity, Sense of Belonging, Retention

Abstract

Part-time learners have had a history of campus isolation, fewer opportunities to engage on campus, and much higher attrition rates than their full-time peers (Jacoby, 2015; Rajasekhara & Hirsch, 2000). As a result, this study sought to uncover effective ways of enhancing the academic and social experiences of part-time learners and, in turn, increase retention rates. The attitudes, experiences, perceived needs, and challenges of 41 part-time students at a large Canadian community college during the fall 2015 semester were captured through an anonymous survey. From the data gathered, effective ways to enhance the college experiences of part-time students were identified and a relationship between school affinity and a part-time learner’s motivation to remain in school and persist to graduation were established. Recommendations resulting from this study centre on flexibility, availability, and student choice for post-secondary programs, courses, services, and social events aimed at part-time learners.  

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Published

2017-12-14

How to Cite

Lee, N. E. (2017). The Part-Time Student Experience: Its Influence on Student Engagement, Perceptions, and Retention. Canadian Journal for the Study of Adult Education, 30(1), 1–18. https://doi.org/10.56105/cjsae.v30i1.5392

Issue

Vol. 30 No. 1 (2017): Fall

Section

Articles

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