Priorities and student satisfaction as a function of student persistence for adult online learners

Models have classified dropout attributes in traditional environments, but minimal research has focused on the relationship between persistence and attributes present in the undergraduate online adult learner population. One of the many factors that influences a student’s likelihood to persist is student satisfaction. Previous researchers who studied the relationship between satisfaction and persistence have neglected to address the importance or priority of the experiences a student encountered. This study focused specifically on the correlation between levels of importance and satisfaction, and the resulting impact on persistence. The participants in the study were undergraduate adult students enrolled in an online program at a private, non-profit, regionally accredited institution of higher education in the American Midwest. Correlation testing was conducted to determine if there was a relationship between student persistence and the performance gap, determined by subtracting the satisfaction level from the importance level provided on the Priorities Survey for Online Learners (PSOL). Chi-square tests were conducted to identify if there were specific educational experiences evaluated as a part of the PSOL that had a more significant impact on persistence rates. The findings of this study indicate that adult online students require access to the same type of faculty interactions that are made available to those students enrolled in on-campus programs, timely feedback and responses to requests, and clearly outlined costs associated with enrollment that enable students to fully appreciate the financial commitment required prior to and while enrolled.

Grantor dc:publisher

Creighton University

Year dc:date.issued

2014

Author dc:creator

• Chase, Mary E.

Advisor dc:contributor.advisor

• Cherney, Isabelle D.

Statement dc:rights

• Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.

Language dc:language.iso

en_US

Handle dc:identifier.uri

http://hdl.handle.net/10504/49853

OAI identifier oai:identifier

oai:cdr.creighton.edu:10504/49853