Date
4-26-2024
Department
School of Education
Degree
Doctor of Philosophy
Chair
Kevin White
Keywords
Global Learning (GL), Social inclusion (SE), Distance education (DE), National Center for Education Statistics (NCES)
Disciplines
Educational Administration and Supervision
Recommended Citation
Langford, Corina, "Retention of Predominantly Nontraditional Students: A Phenomenological Study of Distance Education Classes in a Local Community College" (2024). Doctoral Dissertations and Projects. 5430.
https://digitalcommons.liberty.edu/doctoral/5430
Abstract
The purpose of this hermeneutic phenomenological study was to understand the impact of inclusion in retention for nontraditional students taking global learning classes (distance education) at XYZ Community College in the southeastern United States. It seeks to answer the central research question: How can social inclusion be used to retain nontraditional students at a local community college when taking online classes? The theory guiding this study was the social systems theory, which is concerned with inclusion and exclusion in social systems through communication. Social systems theory was utilized to understand how minority students are included or excluded at XYZ Community College. The study sample was purposively selected and comprised of male and female minority participants in any year of the study. The sample size was 10-12 participants, ages 18 and 50. Data was gathered from the students through semi-structured interviews, questionnaire questions, and journal prompts and analyzed through thematic coding to identify the most relevant patterns. The thematic analysis of the study provided insights into the inclusion and retention of non-traditional students in online classes at XYZ community colleges. Statistics indicate that timely feedback and effective communication contribute to students' sense of inclusion, increasing retention rates. Additionally, administration-led initiatives play a crucial role in promoting inclusion and retention. Recommendations include increasing inclusion efforts in online learning environments and implementing policies supporting the inclusion of non-traditional students. These findings offer practical strategies for creating equitable educational experiences in online settings.
