As digital tools become central to higher education, non-traditional and returning students often face challenges navigating learning technologies while balancing work, family, and academic responsibilities.
This session presents the design of a self-paced, online course developed to build digital confidence and academic self-efficacy among adult and returning learners. Grounded in andragogy and Transactional Distance Theory, the course integrates accessibility, inclusive design, and ethical AI use into scaffolded modules that provide hands-on practice with tools such as Canvas, Google Workspace, and academic communication platforms.
Attendees will explore how intentional instructional design can replace unstructured trial-and-error with supportive, confidence-building learning experiences that promote belonging, retention, and student success.
By the end of this session, attendees will be able to:
- Identify common digital confidence barriers experienced by non-traditional students in technology-rich academic environments.
- Describe instructional design strategies that support accessible, inclusive, and low-stakes learning with academic technologies.
- Apply principles of adult learning and transactional distance to design scalable onboarding or support experiences for returning students.
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