Attrition in online learning is a problem that faces many institutions of higher education that are turning to online programs as cost-effective means by which to bring about fiscal viability. There is a strong demand for online learning options by students due to the flexibility they afford to be able to work and study while also caring for a family, as well as economic benefits such as a quick and affordable degree. However, many of the reasons that students choose online learning end up being a catalyst for lack of completion, especially among underserved populations. While there is much research currently available on persistence in higher education and much available regarding online learning, there is a dearth of research on the lack of persistence of African-American students in online learning programs. This research was originally designed to take a grounded theory approach to investigating the factors affecting college completion among African Americans with a specific focus on online learning. Due to a small participant response rate, a phenomenological data analysis methodology was employed instead. This study examined participants' recollections of their experience as students in an online undergraduate program, focusing on their reasons for leaving. Forty-nine African-American students who had left their undergraduate online program at New England College were invited to participate in this study. Ten responded and six semi-structured interviews were completed focusing on the question, "Why did you choose to leave the program?" Four themes emerged: (a) lack of integration; (b) personal issues; (c) discomfort with technology; and (d) age. The findings were congruent with current research in online learning attrition and not culturally specific. Recommendations resulted from the data analysis in three major areas: (a) inclusive course development; (b) faculty training; and (c) student support. These recommendations should be considered by faculty and administrators in order to develop more inclusive online learning programs that maximize the success of all students.
| Date of Award | Jan 1 2014 |
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| Original language | English |
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| Supervisor | Steven Terrell (Supervisor), Donna Kennedy (Advisor) & Michael Lohle (Advisor) |
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