Higher education's landscape has fundamentally changed. The traditional image of a college student no longer reflects reality. Today's campuses are dominated by the New Majority Learner - a diverse population encompassing a wide range of backgrounds and experiences.
This shift presents both unique challenges and opportunities for institutions. Without inclusive and equitable educational approaches, institutions risk further cycles of student disengagement and missed opportunities for a diverse and valuable segment of the student population.
To strive for success for this evolving student body, institutions must prioritize structured learning processes and address the specific needs of the New Majority Learner.
There are 3 core groups within the New Majority Learner:
- The underprepared learner
- The learners with innate barriers
- The time poor learner
Here, we’ll discuss who the underprepared learners are, their characteristics and the fundamental learning challenges they face, as well as how Glean can help.
Who are underprepared learners?
The underprepared learner segment encompasses students entering higher education with gaps in foundational academic skills. Of this group, over 40% are aged over 22 and over a quarter are first generation students.
This group also includes students who are veterans, transfers, international, formerly incarcerated, and those lacking traditional academic backgrounds. Their diverse experiences often translate to unique challenges in navigating university life.
Characteristics of underprepared learners include a potential lack of familiarity with academic norms, feelings of intimidation, and uncertainty about navigating higher education.
Consider an international student adjusting to a new educational culture or the individual without a high school diploma navigating college level coursework.
Despite these challenges, underprepared learners possess a strong desire to succeed. Targeted institutional support is crucial for bridging these gaps and empowering these students to achieve their full potential.
What challenges do underprepared learners face?
An overarching challenge for this group is lacking the skills and knowledge needed to flourish in higher education, which can be further broken down into the following:
- Lacking the necessary study skills to succeed in Higher Education
- Feeling disadvantaged compared to peers
- Lacking confidence in academic settings
Lacking the necessary study skills to succeed in higher education
Students may come from high schools or previous educational experiences that didn't emphasize the independent learning, critical thinking, and time management skills required in higher education. Alternatively, they may be returning to education after having time away, such as veterans or mature students.
40.2% of students are aged over 22, indicating that many students no longer take the traditional route of moving from freshman year to higher education. As a result, they may not be familiar with study skills such as digital literacy, or simply need more time to adjust.
Furthermore, the transition from structured to independent learning can be challenging for underprepared learners. First-generation students may be less prepared for the academic expectations of higher education. Returning students, who have been out of school for a period of time, can find the transition back to school equally challenging.
A lack of familial guidance and experience in navigating the educational pathway of university can leave students feeling less academically prepared for the rigors of higher education.
Feeling disadvantaged compared to peers
For many within the underprepared segment of the new majority learner, feeling disadvantaged or different to other students can be a barrier to engaging fully with university life as well as impacting confidence.
They will likely experience perceived differences in preparation for college. First generation students may feel intimidated by continuing generation students who appear more knowledgeable or experienced in academic settings.
Considering a range of social and cultural differences, international students or students from diverse backgrounds may feel like outsiders in a predominantly traditional academic environment.
Lacking confidence in academic settings
While many students, regardless of preparations, are understandably nervous and have fears when transitioning to higher education, a fear of failure is prominent among underprepared learners, which is further exacerbated by pressures to succeed.
Underprepared students may be afraid of making mistakes or of not meeting expectations due to a lack of experience of confidence. Ultimately risking a cycle of disengagement as students feel less confident in their self efficacy.
It’s also worth keeping in mind that underprepared learners often have unfamiliarity with academic culture. First generation or recently incarcerated students for example, may feel uncomfortable participating in class discussions or seeking help from professors.
Ultimately, this lack of confidence can stem from under preparedness, and not feeling equipped with the necessary study skills and knowledge to both participate in classes and study independently.
How can Glean help to overcome challenges for underprepared learners?
We want to equip the underprepared learner with the skills they need to be confident learners, allowing them to successfully integrate into higher education and reach their potential. We believe Glean can create an inclusive learning environment for all students.
Our straightforward design fosters active learning by enabling students to take clear and effective notes while staying present in the moment. Rather than fixating on lengthy hand written notes, students can create simple notes which correspond with lecture slides and recordings.
Transcribing and recording lectures offers significant advantages for underprepared learners. By allowing them to review the material multiple times and at their own pace, these recordings can help bridge knowledge gaps and reinforce understanding.
"Now, I just hit record, and I can fully engage with what’s happening in class. If something sounds important, I tap a quick label or add a comment. There’s no pressure to write a full sentence in the moment. Later, I go back and organize my thoughts, replay sections at my own pace, and build clean, complete notes that actually make sense."- Lila, Queens University
The ability to revisit lectures can be particularly beneficial for students adapting to unfamiliar academic rigor, pace and independence, allowing them to catch up and solidify their understanding of key concepts.
Furthermore, with text formatting, students can organize crucial information for clear and accessible studying.
"Glean gave me the freedom to be present and prepared. It’s not just a note-taking tool, instead it’s a learning tool that truly works for how I learn." - Lila, Queens University
This accessibility fosters a sense of control and autonomy over the learning process, an integral part of developing confidence and skills for underprepared learners.
