Does flipped learning satisfy the technological learning needs of mature students?

This paper presents the findings from a mixed methods study looking at the differences in attitudes towards technology-enhanced learning (TEL) between university students of different ages. The findings are then considered in terms of a flipped classroom. Students at a university in Northern England were surveyed in order to compare the difference in attitudes to TEL between mature students, defined as those who enter higher education at age 26 or above, and younger “non-mature” students. Students were also invited to attend an interview to explore which factors affect their attitudes and confidence with TEL. It was found that the main differences between mature and non-mature students lie in how they use technology for learning, and not in their attitudes. Mature students use fewer technologies for learning on their courses, and use it less often than their younger counterparts. Students of all ages feel that familiarity, flexibility, and clear reasons for use is important, and there should be a support infrastructure in place for the technologies used. Even with flipped classrooms, face-to-face contact is still important. Providing a range of available technologies encourages both mature and non-mature students to engage with TEL in whichever way they prefer for their own self-directed learning, and therefore is one of the most important aspects of the flipped classroom. Flipped learning in principle satisfies the technological learning needs of mature students, and offers an age-inclusive learning experience. These findings will be useful to educators who teach groups that may include mature students, and are concerned with the technological demands this may place upon them.