Onboarding Nontraditional Learners: An Evaluation of an Asynchronous Online Orientation in a Teacher Apprenticeship Program

This study examined incoming students’ perceived satisfaction with an asynchronous online orientation developed for an apprenticeship-model teacher preparation program serving working adults in school-based roles. Survey data from 152 incoming undergraduate teacher apprentices were used to evaluate the reliability and dimensionality of an author-developed satisfaction instrument. Consistent with the program’s design, participants were employed full-time in K–12 settings while enrolled, providing a structural indicator of nontraditional student status. Exploratory factor analysis supported a unidimensional structure with high internal consistency (α = .96). Correlational analyses showed that perceived preparedness, clarity of materials, and having questions addressed were most strongly associated with overall satisfaction. Open-ended feedback further suggested that the online orientation supported program preparation by reducing uncertainty and improving familiarity with institutional resources. These findings indicate that asynchronous online orientations may function as effective early transition supports within workforce-embedded teacher preparation pathways designed for nontraditional students. Implications and directions for future research are discussed.