Promoting persistence in online programs

Date

2016-02-09

Authors

Tasker, Twyla
Dickison, Brooke R.

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Abstract

The surging attractiveness of distance education has become progressively prevalent. Candidates are pursuing better opportunities to integrate a balance between all of their commitments. Distance education incorporates educational growth with an accessible online structure allowing for the flexibility necessary to reach their personal and professional potential. The problem facing higher education institutions utilizing the Internet as a major educational delivery vehicle is the difficulty in promoting persistence within the offered programs. Persistence factors present unique challenges for not only the candidates, but the instructors as well. In this explanatory sequential mixed methods study, the researchers investigated factors that promoted persistence in three foundational graduate education online courses. The researchers used quantitative enrollment data in conjunction with qualitative anecdotal records to examine candidates’ persistence in this online program. The researchers found that successful persistence in an online learning environment were favorably interrelated to peer collaboration, instructor feedback and professional content design.

Description

Keywords

persistence in online programs, peer collaboration, instructor feedback, content design

Citation

Tasker, T. J., & Dickison, B. (2016). Promoting persistence in online programs. Paper presented at the Southwest Educational Research Association (SERA) Annual Conference, New Orleans, Louisiana.