This presentation will present a brief literature review of prior student persistence literature, highlighting the differences and commonalities found in established student persistence and student departure theory. Understanding that online learners are a diverse group, the conceptual model developed by the presenters will be used to highlight particular opportunities for student services and learner support that appreciate each individual student. While the presentation is based on development of a conceptual model, the focus remains how to apply this understanding of student decision-making to the practice of student services for online learners.
Based on prior work by Rovai (2001), Park (2007), and Park and Choi (2009) we developed a conceptual model showing the interrelated nature of academic, social, and technical domains on student persistence in online programs. Several common characteristics of previous models were integrated in a descriptive manner to help illuminate a variety of factors that influence student's decisions to depart or persist from online programs. The intersection of these domains focuses on the instructor, who fosters academic engagement, strong social connectedness, and supports technical proficiency.
Bean and Metzner (1985) and other early scholars established the importance of outside influences on nontraditional and distance learning student retention. Because of the potential social isolation of the online learning environment, outside influences may play a greater role in the decision to persist or depart. Since these influences are largely outside of institutional control, they are a useful part of the model, but offer little opportunity for the college or university to intervene in a positive manner. Other areas of the model illustrate how student support staff working with a program have opportunities to enhance a student's motivation to complete or shore up critical skills or habits that will lead to greater student satisfaction, learning, and engagement.
The online student retention puzzle is complex and reflects the diversity among students attending online classes. Our understanding of the puzzle may shift as broader demographics of students seek access to education through web-based learning. Since most online graduate programs are populated by working students, many of whom have family responsibilities, understanding the dynamics that keep them engaged and committed to the institution may help inform learner support practices. Of particular importance is discussing which factors the program or instructor might effectively influence, and which derive almost entirely from external influences.
