Persistence of 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. 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. 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.