Bringing Back Night School
Colleges, nontraditional students benefit from being back in the classroom.
Recently, we worked with a college that had a strong, traditional program for nontraditional students, consisting of evening and weekend classes. This program was well-loved by older students, who valued the connection it fostered with the college and their fellow classmates.
However, the pandemic forced the college to move all courses online—something that has become permanent. One of the college’s leaders quickly expressed regret over the loss of weekend courses, blaming the shift online for a decline in enrollment. He pointed out that many nontraditional students do not feel comfortable or engaged in online settings, and that the absence of in-person programs has impacted the college’s ability to serve these students effectively.
Over the past few decades, higher education has continually evolved, especially with the rapid adoption of online learning during the COVID-19 pandemic. While online courses have expanded access and offered greater flexibility, they are not a perfect solution for all students—particularly nontraditional learners such as working adults, parents, veterans, and those juggling multiple responsibilities. These students often face unique challenges that online education alone may not fully address.
There is no doubt that many in higher education are prioritizing convenience over the best possible learning experience for students by mainly offering online options. This approach is particularly problematic for students enrolled in certificate, associate, and baccalaureate programs, who often benefit most from in-person instruction.
It may seem like this is the direction we have to accept, but we should rethink this stance—especially when it comes to supporting nontraditional students. They deserve access to the full benefits of quality, in-person education to ensure they have the best chance at success.
The Limitations of Online Learning for Nontraditional Students
Online education offers the convenience of studying from anywhere and at flexible times. However, it also presents difficulties that can hinder student success. Research indicates that nontraditional students sometimes struggle with feelings of isolation, lack of motivation, and difficulty maintaining discipline in a virtual environment (Tinto, 2012). Without the physical presence of peers and instructors, students may feel disconnected from the campus community, which can negatively impact their persistence and engagement.
Furthermore, online learning can be less effective for students who benefit from direct interaction, hands-on activities, and immediate feedback. For example, courses that require laboratory work, clinical practice, or collaborative projects are often challenging to adapt effectively to an online format. Studies show that experiential learning—learning through doing—is crucial for many fields and enhances both understanding and retention (Bawa, 2016).
The Benefits of In-Person Evening and Weekend Programs
Reintroducing in-person evening and weekend programs can help address these challenges and better serve nontraditional students. These programs offer several distinct benefits:
Enhanced Personal Connections and Community Building
In-person classes foster stronger relationships between students and instructors. When students meet face-to-face, they are more likely to participate actively, ask questions, and form peer networks. These social connections can provide emotional support, encouragement, and mentorship, which are especially vital for students juggling multiple roles outside of school (Tinto, 2012). Building a sense of community helps reduce feelings of isolation and promotes a sense of belonging that encourages persistence.
Improved Learning Outcomes through Hands-On and Collaborative Activities
Many courses, especially in science, healthcare, technology, and trade programs, require hands-on practice. In-person settings enable students to engage in laboratory experiments, simulations, and group projects that deepen understanding. Such experiential learning is linked to better academic performance and greater skill acquisition (Graham et al., 2013). Evening and weekend classes allow students to participate in these activities without conflicting with their daytime work or family responsibilities.
Structured Environment and Increased Accountability
Nontraditional students often face challenges related to time management and self-motivation. Scheduled in-person classes provide routine and accountability, helping students stay on track and complete their programs. The structured environment can reduce procrastination and increase engagement, leading to higher retention rates (Graham et al., 2013). For many students, the physical act of attending classes in the evening or on weekends creates a clear boundary between work, family, and study time.
Support Services and Campus Resources
In-person programs make it easier for students to access campus services such as academic advising, tutoring, counseling, and career development. These services are vital for nontraditional students, who may face additional challenges like balancing work and family or transitioning back to education after a break. Face-to-face interactions foster trust and enable students to seek help more readily.
Emotional and Social Well-Being
Learning is not only about academics; it also involves personal growth and social development. In-person programs provide opportunities for networking, mentorship, and peer support. These connections can boost students’ confidence, motivation, and sense of purpose. For many nontraditional students, these relationships are crucial for maintaining resilience and achieving their educational goals.
Prioritizing In-Person Education for All Students
While online learning has made education more flexible, it should not replace the value of in-person programs. For both traditional and nontraditional students, face-to-face classes provide important benefits that online courses cannot fully replicate—such as direct interaction with instructors, hands-on learning opportunities, and chances to engage with peers.
Nontraditional students, who often balance work, family, and other responsibilities, especially benefit from in-person evening and weekend classes, which help build relationships, offer immediate support, and create a structured learning environment. These elements are crucial for helping students stay motivated and succeed in their studies.
In-person education should be seen as the core of our offerings. While online courses may be useful supplements, they should not replace the high-quality, engaging experiences that only in-person programs can provide. Ensuring students receive a strong, hands-on education is essential for their success.
Conclusion
Returning to in-person evening and weekend programs is about recognizing that different students learn in different ways and have varying needs. For nontraditional students, especially those balancing multiple responsibilities, in-person programs can be a lifeline—offering community, hands-on learning, structured routines, and access to vital campus resources.
As colleges strive to support all learners, restoring and enhancing in-person evening and weekend offerings will promote greater equity, success, and fulfillment for nontraditional students. It is a vital step toward creating a more inclusive and effective higher education environment that acknowledges the full spectrum of student experiences and needs.
Robin Capehart served as the president of two universities over a 13 year period. Today, he serves as a Senior Consultant for Collegiate Consulting, Atlanta, GA primarily focusing on enrollment management and financial issues. Dr. Capehart welcomes your comments, questions and observations at freethinkinghighered@gmail.com.
References
Bawa, P. (2016). Retention in online courses. International Journal of Instructional Technology and Distance Learning, 13(1), 5-10.
Graham, C. R., Henrie, C. R., & Gibbons, S. (2013). Developing models and theories for online education. Online Learning, 17(2), 1-6.
Tinto, V. (2012). Completing college: Rethinking institutional action. University of Chicago Press.