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In the year 2002, only 27% of college students fell into the non-traditional age range of 18-24.  By 2008, that number had increased to 32%.  Non-traditional students typically have families and/or jobs that must remain their number one priority.  Therefore, going back to school must include flexibility and convenience.  Essary (2014) described distance learning as the “flexible learning model” (para. 3).  Institutions are noticing that the non-traditional student percentages are continuing to rise, and therefore there is a student demand for flexible scheduling.  The ability to complete course work at odd hours, when convenient to the student, makes distance learning a primary target for the older student population (Essary, 2014).  In the video, Student life- Choosing distance learning, a student discusses the need for convenience in education to be able to balance his life with his education pursuits (BBC Learning English, 2017).

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Student Life – Choosing distance learning

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[Photograph of distance learning barriers] (2009). Retrieved from https://jolt.merlot.org/vol5no1/mills_0309.htm

[Photograph of online course design process] (n.d.). Retrieved from http://sunyulsterid.weebly.com/teaching-online.html

[Photograph of the benefits of online learning] (2016). Retrieved from https://www.slideshare.net/oxbridgeacademysa/the-benefits-of-distance-learning-68108964

Aversa, E., & MacCall, S. (2013). Profiles in Retention Part 1: Design Characteristics of a Graduate Synchronous Online Program. Journal of Education for Library and Information Science, 54(2), 147–161. Retrieved from http://search.ebscohost.com.easydb.angelo.edu/login.aspx?direct=true&db=eric&AN=EJ1074122&site=eds-live

BBC Learning English (2017, October 9).  Student life- Choosing distance learning [Video File]. Retrieved from https://www.youtube.com/watch?v=-r8NQrpmTIo

Cleary-Estep, A. (2016). Distance learning is for everyone. Christianity Today, (4), 65. Retrieved from http://search.ebscohost.com.easydb.angelo.edu/login.aspx?direct=true&db=edsbro&AN=edsbro.A541328228&site=eds-live

Essary, M. L. (2014). Key external factors influencing successful distance education programs. Academy of Educational Leadership Journal, (3). Retrieved from http://search.ebscohost.com.easydb.angelo.edu/login.aspx?direct=true&db=edsbig&AN=edsbig.A396615723&site=eds-live

Markova, T., Glazkova, I., & Zaborova, E. (2017). Quality Issues of Online Distance Learning. Procedia - Social and Behavioral Sciences, 237, 685–691. https://doi-org.easydb.angelo.edu/10.1016/j.sbspro.2017.02.043

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According to Cleary-Estep (2016), distance learning is defined as educational instruction that is delivered at least 80% online. He goes onto explain that traditional face-to-face curriculum is presented with up to 29% online, and hybrid is the combination with online instruction between 30% to 79%.  Due to its convenient and flexible nature, student-friendly instructional design, and pro-active approach to known barriers, distance learning is on the rise.  At least one in four students are taking a distance learning course.  Private, non-profit institutions grew their online platform participation 11.3% from the years 2014 to 2016 (Cleary-Estep, 2016). Distance learning continues to expand, and improve, by using intentional methods of structure and content.

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Alongside convenience, instructional design is of the upmost importance.  Markova, Glazkova, and Zaborova (2017) found through their research that interaction and collaboration were two of the most effective design methods of curriculum. Markova et al (2017) discuss the importance of attentive and dedicated educational staff.  Faculty, who set up distance learning classrooms, must give plenty of opportunity for exchanging opinions between classmates as well as to their professors.  This may include, but not limit to, exhibitions, group work, discussions, and role playing. By providing a high-interaction environment, on condition of adequate knowledge, students are more likely to remain successful and happy (Markova et al., 2017).
There are numerous steps in the course designing process to meet the needs of students (Course Design, n.d.).

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Figure 2. Course Design. Image shows important steps in the online course design process (n.d.).

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3.	Consistent and Pro-Active Approach to Known Barriers

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3.	Consistent and Pro-Active Approach to Known Barriers

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To further enhance the instructional design, it is incredibly important that distance learning staff and faculty remain pro-active towards known barriers.  Aversa and MacCall (2013) did research on a particular online program with incredibly high success statistics.  At the University of Alabama, in 2013, the online library and informational studies program maintained a 90% retention rate for at least five years. Aversa and MacCall (2013) believed that their victory was due to their consistent focus on barriers that online students many times face: isolation, financial blocks, and time constraints.  The University of Alabama avoided student isolation by promoting strong and frequent communication through online work groups, guest speakers, social events, and networking opportunities. Due to the frequency of said occasions, the students felt comfortable in the online environment.  By providing distance learning scholarships, as well as remote job opportunities, students had a decrease in financial hardships.  University of Alabama also allowed students to maintain flexibility in the amount of required courses, especially during the summer session while many family relations held priority (Aversa & MacCall, 2013).

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Figure 1. Benefits to Distance Learning. Image lists multiple benefits to taking online courses (2016).

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Figure 3. Barriers. Images shows several known barriers that distance learners face (2009).

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Due to the pressure of increasing enrollment, being competitive in the world of education, the need for reduced cost and public force, institutions of higher education have increased both availability and productivity of online students. This in return has given online students the push and accessibility to a successful education (Essary, 2014). Students can now continue their education around their own personal schedule, feel confident in the knowledge and persistence of their professors, and avoid possible educational barriers due to prior research and current resources.  Since the resources are so much more steadily available, it is up to the student to do their research and find a good institutional fit.  By understanding the correct balance of education and personal life, remaining involved in their online educational experience, and putting forth the effort of communication, a student can maintain success while becoming thoroughly educated in their intended field.

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Student development and leadership is a continuous process to ensure that students are receiving the best education, by the most appropriate curriculum method. Cleary-Estep (2016) found that 41.7% of institutions who have a large online enrollment population believe that the online educational output is superior to traditional face-to-face curriculum.  Cleary-Estep (2016) also found that 27.7% percent of institutions who have a small online enrollment population view the same superiority.  Both a mix of non-traditional students, as well as traditional students, continue to be interested in online education. With continued projected growth for the non-traditional student, who requires a flexible schedule, a collaborative instructional design, and a pro-active approach to barriers, it is obvious that institutions must continue to emphasize the importance of successful distance learning.