Persistence of Nontraditional Undergraduate Online Students: Towards a Contemporary Conceptual Framework

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Adult and Continuing Education Pub Date : 2022-11-30 DOI:10.1177/14779714221142908

Jacqueline S. Stephen

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引用次数: 0

Abstract

Since the mid-1970s, researchers have provided theoretical frameworks that continue to be used today to explain persistence and attrition of nontraditional undergraduate students in higher education. Previous frameworks emphasized specific skills nontraditional undergraduate students need upon admission into an online program to support their persistence. Recent research has confirmed the importance of these skills to student persistence in an online program. While these frameworks remain relevant, none reflect advancements and developments that have shaped today’s online learning environment. The characteristics of nontraditional undergraduate online students and programs have evolved over the years. Hence, this article introduces a modified Contemporary Persistence Model, predicated on existing frameworks, and informed by the results of recent research into nontraditional undergraduate online students. The projected growth in online learning, coupled with the increased interest among nontraditional undergraduate students to enroll in online programs, necessitates a persistence model that is aligned with the contemporary needs of students.

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非传统本科网络学生的坚持:走向当代概念框架

自20世纪70年代中期以来，研究人员提供了理论框架，这些框架至今仍被用来解释非传统本科生在高等教育中的持续性和流失性。以前的框架强调了非传统本科生在进入在线课程时需要的特定技能，以支持他们的坚持。最近的研究证实了这些技能对学生坚持在线课程的重要性。虽然这些框架仍然具有相关性，但没有一个框架反映出塑造当今在线学习环境的进步和发展。多年来，非传统本科生的网络学生和课程的特点不断演变。因此，本文引入了一个修改后的当代持久性模型，该模型基于现有的框架，并借鉴了最近对非传统本科生在线学生的研究结果。在线学习的预期增长，加上非传统本科生对报名参加在线课程的兴趣增加，需要一种符合当代学生需求的持续模式。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Adult and Continuing Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.30

自引率

10.50%

发文量

期刊介绍： The journal is peer-reviewed and focuses on international and national issues and is aimed at researchers, professionals and practitioners in all sectors. It publishes both research articles and reflections on policy and practice, and offers opportunities for all concerned with post-compulsory education to make contributions to debate.