Retaining Non-Traditional Online Students: Bridging the Gap between Transformative Research and Real World Practice
Published in Phoenix Scholar
Volume 7 Issue 2, Page 2, Fall, 2024
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
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.