Many people want to re-engage with learning, but life gets in the way. Meeting responsibilities around family, friends and community, while earning enough to pay the bills, are core to a well-lived life. All this takes time. How, then, can non-traditional students – particularly those with jobs and caring responsibilities – access the study they want? The answer is that universities must design lifelong learning that fits around and supports all students’ core commitments.
Students with work and caring responsibilities need courses that are easily accessible online 24/7. The offer should consider their motivations for taking a course; perhaps they’re looking to upskill or change career. They might want personal growth. If they’re going to succeed, flexibility will be key. Yet they also need to be part of an academic community where they can interact with other students, and with their lecturers and tutors.
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The right learning platform makes this possible. Students should be able to access learning materials and connect with educators and peers at times, and in ways, that suit them. That doesn’t mean an instant response from lecturers at 2am. It does mean content that can be digested on a mobile, discussion boards that are always open, and student queries that are dealt with within 24 hours.
That might sound like a heavy burden for university staff, but the digital platforms offer ways to mitigate workload. Other students can often respond to simple questions. Learning communities can also be a valuable career resource. Most Walbrook students are working professionals with expert knowledge to share, who enjoy analytical debate on discussion boards.
Go with the flow
Online learning isn’t just flexible because it is digital; it’s flexible because it can be shaped around how people live and learn. The goal is to help students move in and out of learning smoothly, without losing momentum when work intensifies or caring duties take priority.
To make this possible, courses should be structured so students can easily re-enter after a gap, pick up where they left off, and immediately understand the next steps. Clear weekly pathways, concise instructions and activities that can be completed in small, meaningful chunks reduce the cognitive challenge of getting started, and staying engaged, after a long day.
Well-designed online learning can generate a flow state. Researchers from Maastricht University have described flow as when students are “completely involved in learning to the point of forgetting time, fatigue, investment of effort, and everything but the learning activity itself”. Students who experience flow are more likely to persist with a topic and return to it.
Time poor but engagement rich
Flexibility also means giving students choices. The right online environment and learning materials enable students to make the best use of their time. Short- and long-form text, videos and audio versions of texts – which could be accessed when walking the dog or at the gym – allow for a range of engagement. Our data shows that Walbrook students access their learning environment around other commitments – early mornings, lunch breaks or late evenings – using a variety of devices.
To help them manage their study time, students should know how a module will be structured, and what they need to achieve and by when. Assessments that are set up as short sprints which provide feedback at each stage fit around life – rather than the other way around. In this way, online platforms can be more engaging than chalk and talk – particularly for those who might struggle with the distractions of a classroom environment.
How learning can become more flexible
Flexibility supports and rewards persistence and leads to success. For institutions looking to provide meaningful flexibility for all students, a few principles can make a significant difference.
1. Build proactive support mechanisms
Create early‑warning systems that flag engagement, so support teams can reach out before students fall behind. Offer short check‑ins and realistic pacing guidance. Many students don’t need major interventions, just someone to help them when they need it.
2. Design discussion boards that work for busy professionals
Discussion forums thrive when they are structured and purposeful. Use clear weekly prompts, model good contributions, and encourage students to respond.
3. Provide multiple ways to study
Provide content in different formats, such as text, audio and short video. This isn’t just important for accessibility; students can keep learning during commutes, caring duties or work breaks. Let students know which activities are essential and which are optional, and, where possible, suggested timings.
4. Set predictable rhythms
Students with demanding jobs or caring responsibilities need routine. Regular release schedules, consistent response times and transparent assessment timelines reduce anxiety and help students plan.
5. Normalise help-seeking and flexibility
Many students hesitate to ask for extensions or support. Make it clear that seeking help is expected, not exceptional. Providing simple pathways for extensions or study‑plan adjustments can prevent students from disengaging.
Ultimately, the key to student success is their ability to integrate learning into daily life. By making flexibility the organising principle, we enable more learners to stay the course and achieve their goals.
Pauline Bedford is director of students at Walbrook Institute London.
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