Retaining Online First-Generation Students with Support Services: A Mixed Methods Approach

The online delivery method in higher education has gained popularity in recent years. Institutions offer online programs to remain competitive and financially viable while some students prefer its flexible schedule and convenience. One student population drawn to online education is first-generation students; however, they often lack the support network and study skills needed to succeed in a primarily asynchronous environment. Past studies indicate first-generation students are older and balance work and family demands as they complete their degrees, which draw them to the flexibility of online programs. The aim of this study was to understand why first-generation students had lower retention rates during their first semester of online coursework than their non-first-generation peers. A mixed methods approach identified ways to customize student support services to aid in the retention of first-generation online students during their first semester. The purpose of this study was to determine which student support services could be customized at a non-profit university to assist first-generation students in retention and completion of their first semester in an online program. The findings proposed adding hybrid orientation or class options to provide on-campus opportunities for students to build their support network and assessing students prior to registration to ensure academic readiness by evaluating their study skills, self-discipline, and time management techniques. This pre-registration assessment would allow first-generation students to identify potential barriers to their academic success, recognize the need for a support network, understand the technology needed to succeed in an online learning environment, and strengthen their time management and study skills before beginning their coursework to ensure academic success and timely degree completion.|Keywords: Online education, first-generation, student support services

Grantor dc:publisher

Creighton University

Year dc:date.issued

2015

Author dc:creator

• Herron, Alexandra

Advisor dc:contributor.advisor

• Ecklund, Joseph

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/10504/71152

OAI identifier oai:identifier

oai:cdr.creighton.edu:10504/71152