Date

11-13-2024

Department

School of Education

Degree

Doctor of Philosophy in Higher Education Administration (PhD)

Chair

Traci Eshelman

Keywords

retention, asynchronous, higher education, student support services, adult learner

Disciplines

Higher Education

Abstract

The purpose of this hermeneutic phenomenological study was to interpret the lived experiences of nontraditional students enrolled exclusively in an online asynchronous environment at a United States-based institution in the Midwest. The theory guiding this study is Malcolm Knowles’ adult learning theory, as it relates to the relationship between the retention of the adult learner and the support services used. The essential question of this research is, what are the experiences of nontraditional students enrolled exclusively in an online asynchronous environment? The goal of this study was to find answers to four research questions for a group of nontraditional asynchronous learners to understand how the learning environment, academic advising, faculty, and relevant curriculum contribute to student retention and success. Data had been collected through van Manen’s (1997) hermeneutic phenomenology approach, whereby the collection of lived experiences of the nontraditional student through individual interviews, focus groups, and a letter-writing prompt deepened the understanding of the phenomenon. Once the data were collected, reflective activities were conducted to analyze the meaning. The data were analyzed using the lens of van Manen’s four “existential” models to extrapolate patterns and themes associated with the adult learning theory (van Manen, 1997). Three themes emerged during the analysis: self-efficacy, ambition, and situational decision-making. The finding of this research highlights the significance of articulating the connection between available resources and the potential of higher-level achievement to the adult learner.

Download

Share

COinS