Abstract

Nontraditional adult learners are often treated as separate and distinct in their needs and desires from more traditionally-aged college students. As retention continues to be a critical issue for colleges and universities, academic units and departments turn their focus to student success. This review article examines strategies that institutions have taken to increase students' self-efficacy and engagement, and compares their usefulness for both nontraditional and traditional learners. These strategies are viewed through the lens of the academic library with suggestions for how distance librarians can support the institution in its retention efforts and the students themselves in their own success.

Citation

Renirie, R.H. (2017). Retention of Adult and Traditional Learners: Library Strategies for Student Success. Journal of Library & Information Services In Distance Learning, 11(3), 314-329. Retrieved August 6, 2024 from https://www.learntechlib.org/p/192347/.

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Keywords

• academic achievement
• academic libraries
• Academic Persistence
• Adult Education
• Adult Students
• College Freshmen
• College Students
• Comparative Analysis
• distance education
• learner engagement
• Librarians
• Library Administration
• Nontraditional Students
• School Holding Power
• Self Efficacy
• Transitional Programs