# Retaining Non-Traditional Online Students: Bridging the Gap between Transformative Research and Real World Practice

Published in[Phoenix Scholar](/research/publications/phoenix-scholar.html)  
[Volume 7 Issue 2, Page 2](/research/publications/phoenix-scholar/vol-7-issue-2.html), Fall, 2024

[https://doi.org/10.64657/ILCO5219](/research/publications/phoenix-scholar/vol-7-issue-2.html)

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## Authors

**Danielle Kish**, Ed.D. Fellow Center for Educational and Instructional Technology

**Louise Underdahl**, Ph.D. Fellow Center for Educational and Instructional Technology ACCESS/Panel Validator & Doctoral Instructor College of Doctoral Studies

**Pamayla E. Darbyshire**, DHA Fellow Center for Educational and Instructional Technology

**Chunfu Chen**, Ed.D. University Research Methodologist Center for Educational and Instructional Technology

**Nicole Gulley**, Ed.D. Alum Center for Educational and Instructional Technology

**Jacquelyn Bradway**, Ph.D. Faculty College of Social and Behavioral Sciences 

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## Abstract

Research suggests complex factors contribute to first-year student retention and successful degree completion in online higher educational institutions. Availability of support may develop students’ self-confidence, strengthen self-efficacy, promote self-directed learning, and improve performance and retention. This qualitative, exploratory case study explores how online higher education institutions may improve the retention of non-traditional online students. Since Tinto and Cullen’s model addressed the experiences of on-campus students, its applicability to the online environment is limited. The study bridges the gap between transformative research and real-world practice by contributing to a comprehensive attrition model designed specifically for online learning.

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