AN EXPLORATORY MIXED METHODS STUDY OF PERSISTENCE PATTERNS IN ONLINE UNDERGRADUATE PROGRAMS AND PERSPECTIVES OF RETURNING ONLINE UNDERGRADUATE STUDENTS

Loading...
Thumbnail Image
Can’t use the file because of accessibility barriers? Contact us with the title of the item, permanent link, and specifics of your accommodation need.

Date

2021-05

Journal Title

Journal ISSN

Volume Title

Publisher

[Bloomington, Ind.] : Indiana University

Abstract

Student retention and persistence toward degree completion is a critical concern in higher education. Rapid growth in online programs has raised concerns over lower retention rates demonstrated by online program students. Research suggests that traditional retention metrics are not accurate representations of online program student success. While newer retention models consider external influences on student decisions to persist, little existing retention research considers online program student perspectives regarding their decisions to re-enroll. This study used a mixed-methods approach to examine the long-term semester-to-semester persistence patterns of online program students and increase understanding of the students’ perspectives on their enrollment decisions.Study data included the enrollment histories of 1,940 fall 2020 returning undergraduate online program students at a large public university in the Midwestern United States. Quantitative analysis determined the number and length of enrollment breaks taken from the typical fall/spring pattern. A survey captured student perspectives regarding their decisions to take breaks and later return to their studies. Study findings showed that 47% of fall 2020 returning online students took off at least one semester. In addition, 54% of the students had originally enrolled in on-campus programs, with 75% of those students returning after a long break in enrollment. Survey respondents cited personal health, family responsibilities, and financial concerns as the top three reasons for taking a break. Respondents noted that course design/delivery changes, empathy for their situation, and increased financial assistance could have prevented their enrollment break. Reasons for coming back included improved goals/motivation, feeling ready/better prepared, and improved finances. This study’s findings suggest that traditional measures of student retention may not accurately reflect student success for online program students paving a non-traditional academic path toward a degree. Online programs may increase access to higher education for students balancing work/family responsibilities with academics, and students unable to attend class on-campus due to various physical, mental health or other concerns. This study’s findings also suggest that even though student enrollment decisions can be influenced by external pressures outside the control of the institution, there are instructional design/delivery considerations that can help online students deal with them.

Description

Thesis (Ed.D.) – Indiana University, Department of Instructional Systems Technology, 2021

Keywords

online education, retention, persistence, online programs

Citation

Journal

DOI

Link(s) to data and video for this item

Relation

Rights

Type

Doctoral Dissertation