The document discusses some key differences and similarities between working adult students (WASs) and traditional students in terms of their knowledge/abilities, self-concept, expectations, needs, and attitudes towards learning. WASs tend to have specific practical knowledge but lack theoretical backgrounds, see themselves as "misfits", expect validation of work experience, and have needs for professional competencies. They can be resistant to change and tired from work commitments. Meanwhile, traditional students tend to be open to new methods, not tired from work, and focus on grades over achievement. Both groups prioritize short-term goals.

1. In Search for Comprehending Learning Attitudes
Embrace Differences and Help College Learners Succeed
Attitudes
WASs Traditional Students
Differences Similarities Differences
Knowledgeand
Abilities
- Specific knowledge
rooted in their work
practice, and
- Abilities based on
previous
experience(s)
usually coming from
their jobs or work
positions
- The lack of an
organized structure of
knowledge and
abilities to consolidate
competencies
- Lack of a theoretical
background of the
knowledge and
abilities required
through practice
- No knowledge since
they have no former
work practice
- No abilities based on
previous job
experiences
- Have not gained
experience from a job
Self-Concept
- They may find
them “misfits” in a
context where they
coexist with young
adult learners.
- Self-motivated and
decision-making-
oriented
- In search for a
self-regulation in
their learning
- Desire to continue
their academic life to
graduate from a
college program
- Willingness to cope
with the demands and
challenges of their
academic life at the
university
- Professional dreams
that they want to
materialize in the
future
- They find them with
the right age group of
students where adult
learners are not the
norm.
- Not necessarily self-
motivated
- Not decision-making-
oriented

2. Attitudes
WASs Traditional Students
Differences Similarities Differences
Expectations - Facing online,
hybrid, blended
education can be a
real issue for many
of them.
- They find online
learning scenarios a
bit “mystical” and
wonder about their
efficacy for learning.
- These learners
expect to find the
academic validation
of their expertise
gained in their jobs
in various industries.
- They expect to be
treated differently
when they share a
learning space with
traditional learners.
- An expectation of
adaptation to the
modality of study or
to the suggested
methodology,
especially in cases
where the new
technologies are
needed
- Easy to adapt when
online, hybrid, or
blended education are
used as a means for
course instruction and
submission of
homework and
assignments.
Needs
- Needs for specific
professional
competences that
can be applied to
the work practice
- Their empirical
knowledge and skills
need to be moved to
the next level:
competencies.
- Needs for higher
income and/or a job
promotion is part of
their encouragement
to come back to
college and finish a
program they
probably started
years before.
- To count on faculty
support or guidance
when needed
- Motivation can be
used to trigger deep
learning in many of
them and to have
them focused on what
is really relevant for
the course
- Uncertain about the
specific competencies
needed to be applied
while working
- Extrinsic motivation
to study many not be
the norm with them
- Needs are not
necessarily clear to
them in terms of skills
and competencies.

3. Attitudes
WASs Traditional Students
Differences Similarities Differences
Attitudes - Low disposition to
“un-learning”
concepts that are
becoming obsolete
though practical
- The prejudice of
learning from a
younger person in
charge of a course
they are attending,
- The resistance to
change, fear of new
dynamics and
methodologies in
colleges nowadays,
- The physical
tiredness as a
product of many
commitments during
the week and moth,
- High level of
participation and
communication
while in the
classroom backed
up by their
experience,
- Clarity in study
objectives due to
short-term or long-
term goals,
- Experience
acquired in the work
area they belong
- Both types of
learners focus on
grading rather than
on achievement
- No need to unlearn
habitual practices at
work
- No prejudiced to
learn from a young
professional
- Openness to change
dynamics and
methods
- Come to college
from home and not
tired because of a
working schedule