Completion in online learning: graduate students' perspectives

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Content Running head: COMPLETION IN ONLINE LEARNING 1

Completion in Online Learning: Graduate Students’ Perspectives

Jodi Tirengel

University of Southern California

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2018

Copyright 2018 Jodi Tirengel

COMPLETION IN ONLINE LEARNING 2
DEDICATION
For my father, Dr. Jeffrey Tirengel
My greatest teacher and hero

COMPLETION IN ONLINE LEARNING 3
ACKNOWLEDGEMENTS
I would like to acknowledge those who have encouraged me throughout this
journey. Thank you to my mother, Dr. Margery Somers, for empathizing with this
process in a way that only a holder of both a doctorate from USC and a law degree could.
I want to express my gratitude to my chair, Dr. Helena Seli, for your unmatched wit,
wisdom, and guidance. Thank you to my committee members, Dr. Monique Datta and
Dr. Donald Harter, for your feedback. Cohort 2, my Trojan family, I looked forward to
classes every week because of you. Dr. Carlos and Dr. Wilkens, thank you for being the
absolute best peer reviewers and friends. Dean Canter, Dean Leahey, and Dean Meredith,
my incredible colleagues at the Georgetown University School of Continuing Studies,
thank you for your support.

COMPLETION IN ONLINE LEARNING 4
TABLE OF CONTENTS
Dedication 2
Acknowledgements 3
List of Tables 7
List of Figures 8
Abstract 9
Chapter One: Overview of the Study 10
Introduction of the Problem of Practice 10
Organizational Context and Mission 10
Organizational Goal 11
Related Literature 11
Importance of the Evaluation 13
Description of Stakeholder Groups 14
Study Stakeholder Group and Performance Goal 15
Purpose of the Project and Questions 15
Conceptual and Methodological Framework 16
Definitions 16
Organization of the Study 17
Chapter Two: Review of the Literature 18
Retention in Online MBA Programs 18
Contributing Factors to Online Attrition 21
Consequences of Attrition in Online Learning 22
Clark and Estes Framework 24
COMPLETION IN ONLINE LEARNING 5
Student Knowledge, Motivation, and Organizational Influences 24
Conceptual Framework: The Interaction of Students’ Knowledge, 37
Motivation, and the Organizational Context
Chapter Three: Methodology 40
Participating Stakeholders 40
Survey Sampling Criterion and Rationale 41
Survey Sampling Strategy and Rationale 42
Data Collection and Instrumentation 43
Validity and Reliability 44
Document Analysis 45
Data Analysis 46
Credibility and Trustworthiness 46
Ethical Considerations 47
Limitations and Delimitations 49
Chapter Four: Results and Findings 52
Overview of Findings 53
Findings for Knowledge Influences 56
Findings for Motivation Influences 58
Findings for Organizational Influences 64
Chapter Five: Recommendations 71
Knowledge Recommendations 71
Motivation Recommendations 74
Organization Recommendations 77
COMPLETION IN ONLINE LEARNING 6
Strengths and Weaknesses of the Approach 79
Implications for Practice 81
Further Research 82
Conclusion 82
References 84
Appendix A: Survey Protocol 93
Appendix B: Interview Protocol 98
Appendix C: Information Sheet 101

COMPLETION IN ONLINE LEARNING 7
LIST OF TABLES
1. Summary of Assumed Needs for Knowledge, Motivation, and 35

Organizational Issues

2. General Literature Summary of Assumed Influences on Retention in 36

Online Learning

3. Demographic Summary of Survey and Interview Respondents 55

COMPLETION IN ONLINE LEARNING 8
LIST OF FIGURES
1. Conceptual framework of factors influencing student completion 38

2. Results of survey question 3 56
3. Results of survey question 9 58
4. Results of survey question 10 59
5. Results of survey question 1 61
6. Results of survey question 2 61
7. Results of survey question 4 62

8. Results of survey question 5 65

9. Results of survey question 6 66

10. Results of survey question 7 66

11. Results of survey question 8 67

COMPLETION IN ONLINE LEARNING 9
ABSTRACT
This study uses the Clark and Estes gap analysis framework to examine completion rates
in online learning. The purpose of this project was to identify the knowledge, motivation,
and organizational barriers influencing the first cohort of an online MBA program at a
prestigious university. The results and recommendations from this study provide a model
for the development of practices that can be implemented within universities seeking to
increase student completion rates. The study design used a combination of a literature
review, surveys, interviews, and document analysis to evaluate current practices. This
study identified a number of needs related to knowledge, motivation, and organizational
influences. Recommendations for addressing these issues are presented.

COMPLETION IN ONLINE LEARNING 10
CHAPTER ONE: OVERVIEW OF THE STUDY
Introduction of the Problem of Practice

The advancement of technology has resulted in the significant growth of online

educational opportunities (Ginn & Hammond, 2012). The Sloan Foundation reported that

between 2002 and 2012, the number of students enrolled in an online course increased

from 1.6 million to 7.1 million, and the overall proportion reached an all-time high of

33.5 percent (Allen & Seaman, 2014). In recent years, student retention has been identified

as one of the most significant concerns in online education (Carr, 2000; O'Brien, 2002).

Although online learning is thought to be a hallmark of the digital age, data

shows that the issue of retention has been notable throughout the history of online

learning. Early on, the literature suggested that distance students dropped out at a

significantly higher rate than their peers studying at traditional brick and mortar

institutions (Parker, 1999). The overall rate of dropout was found to be 25%-40% online

in comparison to 10%-20% in courses taught on campus (Carter, 1996). Although many

years have passed since educators first started to take notice of the alarming retention rate

in online courses, it has continued to be a pervasive issue in higher education.

Organizational Context and Mission

The organizational context of the project site is a private, not-for-profit institution

located in the United States. Miller University (MU) is a pseudonym that will be used

throughout this discussion to provide anonymity to the organization which served as the

study site. The mission of the university is to create and sustain innovative communities

where students become leaders and collaborate with one another (Institutional Website,

n.d.). The School of Management offers a fully online Master of Business Administration

COMPLETION IN ONLINE LEARNING 11
(MBA) program. A bachelor’s degree and one year of full-time work experience are

required to apply for program consideration. The online program format offers students

the opportunity to receive the same degree as on-campus students without relocating or

leaving their professional roles. Most students work full-time while pursuing the degree.

MU partnered with an education company that provides the technological

infrastructure to support the online program. The Learning Management System (LMS)

provides a forum for students to take weekly classes on a live platform. The use of

webcams provides a face-to-face classroom environment in a virtual setting. The program

is ranked in the top 50 by U.S. News and World Report for online MBAs both nationally

and globally and is accredited by the Association to Advance Collegiate Schools of

Business, the leading accreditor of business schools.

Organizational Goal

The goal set by MU was that there would be an 85% completion rate for the

first online MBA cohort. The retention rate measures the number of students who have

remained active in the program of those who initially enrolled. After the first cohort

graduated in May 2017, the rate of completion was calculated. The education company

partnered with the program and the university administrators set this goal before the first

cohort began in January 2015. This goal was established due to the typical rate of the

comparable programs with which the partner company works. Each cohort’s completion

rate will be examined on an ongoing basis.

Related Literature

A number of studies have been conducted regarding the high dropout rates of

distance students. Attrition rates of online courses were frequently found to be
COMPLETION IN ONLINE LEARNING 12
significantly higher than on-campus courses (Bos & Shami, 2006; Diaz & Cartnal, 2006).

Findings regarding the common points of dropout vary across the studies. Overall, online

courses have been determined to have a higher rate of mid-semester withdrawal than

those taught on campus (Cox, 2006).

Some findings reflect an earlier point of dropout. In a study of distance learning

conducted by the British Open University, 35% of distance learners withdrew prior to

submitting the first assignment (Tyler-Smith, 2006). One study found that leading up to

the start of the course, there were higher dropout rates in distance learning courses

(Frydenberg, 2007). These studies indicate that the lack of retention often occurs as early

as prior to the start of the semester and continues to be prevalent at the mid-semester

point. Continuous dropout contributes to the significant issue of student loss within

institutions of higher education.

Attrition in distance education is particularly noticeable in Massive Open Online

Courses (MOOCs). A popular buzzword in distance education, what was initially a trend

has now become a well-known brand in online learning (de Fritas, Morgan, & Gibson,

2015). While many students who drop out of MOOCs either do not engage significantly

with the courses or withdraw after the first week, the majority of students remain enrolled

and drop out later in the term (Yang, Sinha, Adamson, & Rose, 2013). In a study of

students taking a bioelectricity MOOC at Duke University, only 28% attempted the

final exam (Jordan, 2013). Lack of engagement is often an important indicator of an

attrition risk.

As enrollment in these courses has continued to increase significantly,

staggeringly low retention rates have been seen. It has been reported that the overall

COMPLETION IN ONLINE LEARNING 13
dropout rate for MOOCs is 91-93% (University of Pennsylvania, 2012). Though this

study will not be focused on MOOCs, their high rate of attrition illustrates the pervasive

nature of low retention in distance learning regardless of course size and delivery

methods.

The problem of retention is a primary concern for international educators, where

the rise of distance learning can also be seen. At the Universitat Oberta de Catalunya, the

online dropout rate was 13% higher than in traditional universities (Grau-Valldosera &

Minguillon, 2014). As high rates of dropout are often thought to reflect negatively on a

program, institutions have grown increasingly aware about the negative impacts that high

attrition rates can have (Willging & Johnson, 2004).

Some universities have become so concerned about low attrition rates that they

have altered their policies in an effort to mask them. At the British Open University,

students initially register with a temporary student status so that if they withdraw within

three months of beginning their courses, this action will not be reflected in university

records (Guri-Rosenblit, 1999). This policy illustrates the extent to which universities are

impacted by the low retention rate of distance learners, and the strides that have been

taken in an effort to counteract its negative effects.

Importance of the Evaluation
Retention in online learning is a significant problem to examine as it has become

one of the most pressing issues in higher education today. Loss of tuition from students

who are not retained can have a significant impact on the financial state of an institution.

Universities with low retention rates experience a significant loss of revenue and

sometimes have difficulty sustaining online program offerings (Liu, Gomez, & Cherng-

COMPLETION IN ONLINE LEARNING 14
Jyh, 2009). Attrition negatively impacts institutional financial success.

Distance student retention affects not only institutions of higher education as a

whole, but also the students enrolled within them. Failure to complete courses and

full degrees is viewed as a measure of student and program success (Tello, 2007).

Retention is also examined by accrediting bodies as one of the standards for student

achievement (Accrediting Council for Independent Colleges and Schools, n.d.). Due to

the online delivery format of MU’s program, each state in which students reside must be

accredited for distribution, in addition to the overall program maintaining accreditation.

To sustain program approval, it is necessary to ensure a high level of student

retention. As the number of distance offerings rapidly increases nationwide, methods to

ensure student retention are being continuously researched. This study will be useful to

practitioners who are creating new online programs. Additionally, it will assist those

working to sustain the success of already existing online programs. Evaluating the

organization’s performance will enable university stakeholders to gather data that can be

used to assess decisions that impact student retention.

Description of Stakeholder Groups

The key stakeholder groups at MU are staff, students, and administrators. To

achieve the performance goal, it was necessary for 85% of the first cohort of students in

the online MBA program to be retained. This group will serve as the focal point of this

study. Students needed to fulfill the requirements necessary to complete the program.

Staff, including the Director of Student Services and Online Operations, worked closely

with students to help them successfully complete the program. Administrators, including

the Assistant Dean for Masters Programs, took steps to ensure that the retention goal was

COMPLETION IN ONLINE LEARNING 15
being achieved, supporting the program by providing necessary resources and meeting

staffing needs.

Study Stakeholder Group and Performance Goal
It is important to acknowledge the influence of various factors on students’

experiences and completion as part of the first graduating program cohort. Therefore, the

stakeholders of focus for this study were the students in the online MBA program at

MU. Focusing the research on this group helped build an understanding of their

experiences as part of the first graduating cohort, and the knowledge, motivation, and

organizational factors which impacted them.

The goal of students was for them to fulfill all program requirements to

successfully complete the online MBA program. Supported by the staff members and

faculty, MU students worked towards program completion. Failure to accomplish this

goal would have signified a lack of student success, which would have greatly impacted

program effectiveness and overall reputation.

Purpose of the Project and Questions

The purpose of this project was to evaluate the degree to which MU achieved its

goal of an 85% retention rate for the first online MBA cohort. The analysis examined the

knowledge, motivation, and organizational influences related to achieving this

organizational goal. While a complete performance evaluation would have focused on all

MU stakeholders, the students enrolled in the first cohort of the online MBA program

were selected to be the primary stakeholder group in this study. The questions that guided

this study are the following:

1. To what extent is MU achieving its goal of 85% student completion in the online

COMPLETION IN ONLINE LEARNING 16
MBA program?

2. What are the student knowledge, motivation, and organizational influences

related to achieving this goal?

3. What are the recommendations for organizational practice in the areas of

knowledge, motivation, and organizational resources?

Conceptual and Methodological Framework
Clark and Estes’ (2008) gap analysis model was used to examine institutional

goals and identify the knowledge, motivation, and organizational influences which

impacted them. This method was adapted to the evaluation model and implemented as the

conceptual framework. The methodological framework is a qualitative case study with

descriptive statistics.

Assumed knowledge, motivation, and organizational influences on the MBA

program that impacted MU’s organizational goal achievement were generated based on

personal knowledge and related literature. These influences were assessed through the

use of surveys, interviews, literature review, and document analysis. Research-based

solutions will be recommended.

Definitions

Student Attrition: A decrease in the number of students participating in courses or degree

programs (Angelino, Williams, & Natvig, 2007).

Student Retention: A measure of the rate at which students persist in their educational

program at an institution, expressed as a percentage (Integrated Postsecondary Education

Data System, 2008).

COMPLETION IN ONLINE LEARNING 17
Organization of the Study

Five chapters are used to organize this study. This chapter provided the

reader with the key concepts and terminology commonly found in a discussion

about retention in online learning. The organization’s mission, goals and stakeholders,

and the framework for the project were introduced. Chapter Two provides a review of

current literature surrounding the scope of the study. Topics of student support and

resources will be addressed. Chapter Three details the knowledge, motivation, and

organizational influences to be examined as well as the methodology relating to the

choice of participants, data collection, and analysis. In Chapter Four, the data and results

are assessed and analyzed. Chapter Five provides recommendations, based on data and

literature, to ensure student retention.

COMPLETION IN ONLINE LEARNING 18
CHAPTER TWO: REVIEW OF THE LITERATURE
Chapter Two outlines the retention literature regarding students enrolled in online

courses. The first section provides an overview of the historical background of the rise of

online learning and the retention issue that has emerged internationally, including

within online MBA programs. The second section addresses the causes of attrition in

online learning, discussing both student and institutional factors which contribute. The

chapter concludes with an analysis of retention in online learning from the perspective of

the learning and motivation literature, utilizing the gap analysis framework (Clark &

Estes, 2008) to examine stakeholder knowledge, motivation, and organizational

influences which have been found to impact the retention of distance students.

Retention in Online MBA Programs

While the lack of retention in online programs has been heavily researched,

studies specific to online MBA programs have been lacking. Additionally, the student

perspective is often missing from the studies that have been conducted. As Schools of

Business seek to support distance students, understanding their needs will be especially

important.

In recent years, online MBA programs have experienced a rapid rise in

application numbers. Lankford (2001) noted that online MBA programs are among the

fastest-growing fields of study. According to Cao and Sakchutchawan (2011), an

increasing number of students have returned to graduate school to gain a competitive

advantage in the workplace, with MBA programs among the most popular. Enrollment

for programs accredited by the Association to Advance Collegiate Schools of Business,

the largest of the three primary accrediting bodies for business schools, increased from

COMPLETION IN ONLINE LEARNING 19
2,690 in 2006 to 4,433 in 2009.

While the market was traditionally dominated by for-profit universities, well

known business schools have begun to offer programs within the past decade in an effort

to keep up with the demand for online MBAs and get into the $40 billion distance

learning market (Dizik, 2010). Of more than 1,000 graduate level business programs in

the United States, 41% offer online degrees according to the Sloan Survey of Online

Learning. In campus-based part-time programs, more than 90% of students complete the

degree, while online-only MBA retention rates are as low as 60% at some schools and

50% at for-profit institutions (Dizik, 2010).

A small number of studies have examined retention within online MBA programs.

Bocchi, Eastman, and Smith (2004) conducted a case study on the Georgia WebMBA

program within the University System of Georgia. In the first two cohorts, 100% of the

students successfully completed the program. The program maintained an average

retention rate of 89% for all three of its cohorts prior to the fall 2003 term. Patterson and

McFadden (2009) studied online MBA students enrolled at a national research university

in the southeastern United States. Distance students were found to be significantly more

likely to drop out than their peers studying on campus. The dropout rate for the entire

MBA sample was 20.3%, of which 11% of the campus students dropped out in

comparison with 43% of the distance students. Online MBA students were found to be

six times more likely to drop out than those studying on campus.

Historical Background and Significance of Retention in Online Learning

Over the past decade, traditional universities have been offering an increasing

number of online learning opportunities (Levy, 2007). Attrition rates in these courses

COMPLETION IN ONLINE LEARNING 20
have been frequently found to be significantly higher than on-campus courses (Bos &

Shami, 2006; Diaz & Cartnal, 2006). Attrition refers to a decrease in the number of

students participating in courses or degree programs (Angelino, Williams, & Natvig,

2007). Retention is a measure of the rate at which students persist in their educational

program at an institution, expressed as a percentage (Integrated Postsecondary Education

Data System, 2008). Student retention is critical not just for the success of students, but

also for the institutions of higher education in which they are enrolled (Boston & Ice,

2011).

In recent years, retention rates in online courses have been frequently found to be

significantly lower than those offered on campus. Studies show that distance learning

administrators believe the rate of attrition to be significantly higher than in traditional

classroom environments (Diaz, 2002; Frankola, 2001). As distance course offerings have

increased, so too has the concern regarding student retention. This trend is especially

important given the evidence from higher education leaders which suggests that there has

been a strong upward trend of considering online education as part of an institution’s

long-term strategy (Allen & Seaman, 2014). Due to such high attrition rates, researchers

have begun to seek strategies that will encourage educators and institutions to effectively

address this issue (Angelino et al., 2007). The rapid rise in distance learning offerings has

increased in significance to institutions of higher education.

There is a clear consensus in the literature that dropout in distance education is a

perplexing phenomenon (Levy, 2007). The rapid rise of online learning and low retention

rates have prompted faculty concerns about the quality of instruction, student learning,

and lack of interaction (Ouzts, 2006). In fact, 40% of academic leaders reported that their

COMPLETION IN ONLINE LEARNING 21
faculty fail to embrace online teaching and feel that students cannot be socialized

without face-to-face contact (Allen & Seaman, 2003).

A number of explanations have been found to identify reasons why the dropout

rate is significantly higher in online education. Many of these studies have focused on the

unique attributes of distance learners. These factors include struggles with work-life

balance, lack of understanding regarding program requirements, social isolation, and lack

of institutional support. Educators are now paying close attention to these factors and

learning how to better support distance students.

Contributing Factors to Online Attrition

Struggles with work-life balance. Whereas many students in traditional learning

environments place a primary emphasis on their studies, those in online learning often

have familial obligations (Grau-Valldosera & Minguillon, 2014). Most students who

enroll in online learning have part- or full-time work commitments (Lee & Choi, 2011).

Full-time employee status, pressure to work additional hours, and changes in work

responsibilities have been found to increase the likelihood that students will drop out.

Distance students are also more likely to take breaks in their enrollment as a result of

these commitments. Lee and Choi (2011) found that many students who dropped out

of online courses attributed the decision to environmental factors. These included work

commitments, family and social responsibilities, and insufficient support networks.

Course and program design have also been shown to significantly impact student

retention.

Lack of understanding regarding program requirements. Distance education

programs may lack structured progression steps for completion of degree requirements.

COMPLETION IN ONLINE LEARNING 22
Due to a variety of academic tracks made available to students, a lack of commitment to a

designated curriculum regimen may lead to confusion (Davidson, Metzger, & Lindgren,

2011). Without guidance, students often struggle to successfully complete their degrees.

Social isolation. Social isolation often occurs in online learning environments

(Muller, 2008). As a result, students have difficulty determining when their degree

requirements will be complete. Often, a lack of communication can occur between online

students and the institutions in which they are enrolled. Distance students may not be

offered the same degree of support as what is available to those who study on campus,

making it more difficult to reach program completion.

Lack of institutional support. The infrastructure of traditional universities must

be evaluated in an effort to meet the needs of distance students (Hale, 2007). It is

necessary for support staff and student help desks to be equipped to accommodate

distance learners. Without adequate resources in place, students often struggle to navigate

through distance programs. Much of the research has revealed that students’ lack of

success in online courses can be attributed to institutional support factors. Students who

drop out of an online course have been found to have less positive perceptions of

organizational support than their peers who remained in the course (Rust, Brinthaupt, &

Robbins, 2015). Without support networks in place, students and the universities in

which they are enrolled can suffer a number of consequences.

Consequences of Attrition in Online Learning

Loss of student self-esteem. For students who are unable to successfully

complete their first online courses, the experience may lower their confidence levels

(Poellhuber, Chomienne, & Karsenti, 2008). Students who do not succeed in the online

COMPLETION IN ONLINE LEARNING 23
learning environment may become discouraged from registering in future courses with

the same delivery. The initial decision not to remain enrolled in one online course

can have a continuous negative institutional impact on student retention. In comparison to

face-to-face courses, distance students often find themselves falling behind (Xu &

Jaggers, 2011). They are more likely to drop out completely if they find themselves

struggling in their online courses. In addition to factors which affect students personally,

financial impacts also result from a lack of student retention.

Negative financial impact on institutions. Student retention is critical for the

success of students and their ability to continue their enrollments (Boston & Ice, 2011).

Universities with low retention rates often experience a loss of financial profits (Liu,

Gomez, & Cherng-Jyh, 2009). As a result, institutions that struggle to retain distance

students sometimes have difficulty staying in business. Other costs include staff time

(Thompson, 1999) and dollars lost that were invested in program technology and

marketing (Dizik, 2010). Additionally, institutional reputations are significantly impacted

by student retention.

Reputation of institution. Attrition rates are often seen as a reflection of the

quality of education offered by the institution (Moody, 2004). Accreditation agencies,

including The Accrediting Council for Independent Colleges and Schools, examine

average retention rates as one of the measures to qualify for accreditation. Those

institutions not in accordance with retention standards are subject to a corrective action

plan. For non-profit institutions, high dropout rates can compromise the value of the

degree and jeopardize accreditation (Dizik, 2010). Low retention has both economic and

educational impacts on the institution and the student. It is necessary for universities to

COMPLETION IN ONLINE LEARNING 24
direct resources towards distance students to identify potential dropout risks and avoid

negative institutional implications.

Clark and Estes Framework

Student retention in postsecondary distance education can be understood through

the gap analysis framework (Clark & Estes, 2008), a systematic, analytical method that

helps to clarify organizational goals and identify the knowledge, motivation, and

organizational influences. Clark and Estes (2008) state that gaps in performance are

caused by three factors: lack of knowledge and/or skills, lack of motivation, and

organizational barriers. This framework was used to determine the gaps that currently

exist which prevent students from successfully completing the program.

Student Knowledge, Motivation, and Organizational Influences

Around the world, institutions have struggled to retain distance students, reporting

a significantly higher attrition rate for classes taught online than those in a traditional

campus setting (Angelino et al., 2007). In the past several decades, researchers have

sought to determine the institutional and student factors that have been shown to be

influential to the success of distance learning (Hale, 2007; Lee & Choi, 2011; Rovai,

2002). A conceptual framework has been identified to examine the various types of

knowledge, motivation, and organizational influences which are relevant to this study.

Knowledge and Skills

This literature review focused on the knowledge and motivation influences that

are relevant to the achievement of the stakeholder goal of MU. Students must have an

understanding of how to fulfill the requirements necessary to reach program completion.

This review analyzed the literature that is relevant to the stakeholder goal that has been

COMPLETION IN ONLINE LEARNING 25
established.

Krathwohl (2002) describes each knowledge type in a revision of Bloom’s

Taxonomy of Educational Objectives. While varied, all of these types have been shown

to significantly contribute to the learning process. The four knowledge types are: factual,

conceptual, procedural, and metacognitive. Factual knowledge is described as the basic

elements that must be known to understand a discipline or to solve the problems within it.

Conceptual knowledge is defined as the relationships that exist between various elements

that allow them to function with one another. Procedural knowledge is the understanding

of how to complete a task. Metacognitive knowledge is defined by the knowledge and

awareness regarding one’s own cognition. The knowledge types are relevant to the skills

and proficiencies necessary to achieve the goal that has been established.

Student knowledge influences. This section examined the literature that is

relevant to the goal that has been determined. The goal was that by May 2017, 85% of

the students in the first MBA cohort would have been retained in the program.

Procedural, declarative, and metacognitive knowledge influences will be examined. All

of these factors significantly affected student retention and achievement within the MU

MBA program.

Declarative knowledge influences: Students’ understanding of requirements

and use of support services. Declarative knowledge refers to knowledge about a topic,

including specific details and elements. To successfully complete the program, it was

necessary for students to have an understanding of the requirements involved. They also

needed knowledge of requirements such as how to use support services. Procedural

knowledge refers to the necessary steps that are involved in how to do something to reach

COMPLETION IN ONLINE LEARNING 26
a desired outcome. To successfully complete the program requirements, it was necessary

for students to understand how to utilize support services. MU offers a variety of

resources to distance students, including access to the writing center and support

advisors.

Ginn and Hammond (2012) discuss the concerns and issues that are especially

relevant to online learning communities, including access to resources. Based on a

comprehensive review of the research studies in distance education, Rumble (2000)

determined that online learners who lack support delay program completion; that contact

between students and the institution is beneficial; and that the advice students are given

during the enrollment process affects later performance. Ginn and Hammond (2012) state

that effective online learning is dependent upon engagement and discuss the need

for institutions to provide a variety of support services to students as they progress

through their educational programs. Additionally, resources must be made accessible to

students who are often an extended distance from campus.

Procedural knowledge influences: Students’ understanding of support

services. Procedural knowledge refers to the necessary steps that are involved in how to

do something to reach a desired outcome. To successfully complete the program

requirements, it is necessary for students to be able to utilize the support services

available to them.

Ginn and Hammond (2012) discuss the concerns and issues that are especially

relevant to online learning communities, including access to resources. Based on a

comprehensive review of the research studies in distance education, Rumble (2000)

determined that online learners who lack support delay program completion; that contact

COMPLETION IN ONLINE LEARNING 27
between students and the institution is beneficial; and that the advice students are given

during the enrollment process affects later performance. Ginn and Hammond (2012) state

that effective online learning is dependent upon engaging students, discussing the need

for institutions to provide a variety of support services for students as they progress

through their educational programs. Additionally, resources must be made accessible to

students who are often an extended distance from campus.

Metacognitive knowledge influences: Students’ ability to reflect on their progress.

Metacognitive knowledge refers to the capacity to reflect upon one’s own abilities.

Students in online learning environments need to have an awareness of their own

strengths and shortcomings. Students must be able to evaluate their own knowledge of

program requirements and methods to be able to be successful in the online learning

environment.

A number of student characteristics have been determined to increase

success in distance learning programs. Students who are successful in the online learning

environment have been shown to be organized, task-oriented, self-motivated, and able to

both achieve the curricular goals and program requirements as well as positively

contribute to the online environment (Hale, 2007). Students also benefit from the ability

to reflect upon their own knowledge and skills regarding how to be successful in a non-

traditional learning community, and build upon them. In recent years, the increasing

popularity of readiness assessments illustrates the need for both students and universities

to evaluate preparation for the online environment (Farid, 2014). These assessments are

used to evaluate attributes associated with online success (Harrell, 2008).

Motivation

COMPLETION IN ONLINE LEARNING 28
Motivation plays a key role in student success. Pintrich (2003) discusses

motivational theories which focus on the direction and energization of behavior. These

theories seek to answer questions regarding what moves individuals and directs the types

of tasks they are oriented towards (Pintrich & Schunk, 2002). The organizational

influences of the gap analysis framework include the institutional policies, principles,

ideologies, and resources (Schein, 1990).

This review focused on the literature of motivational influences that were related

to achieving the stakeholder goal that by May 2017, 85% of the first MBA student cohort

at MU would have successfully fulfilled the requirements to complete the program. To

understand the role of motivation on students in this program, this review focused on two

key influences: self-efficacy and utility value. The impact of these motivational theories

will be addressed.

Expectancy value theory. Expectancy value theory (Eccles, 2009) frames one of

the key motivational influences for reaching the established goal. In this theory, student

achievement relates to expectancies for success and task values. These areas are the

beliefs and capabilities that students must have to be successful in the program. For the

purpose of this study, utility value, or individuals’ beliefs that their degrees are useful,

will be the focus.

Utility value theory: Students need to believe their degrees are useful. Utility

value theory is described as how well a task fits into an individual’s future plans and

goals (Eccles, 2009). Adult learners have been shown to commit to learning when they

consider the goals and objectives to be relevant, important, and realistic to their personal

and professional needs (Schmidt & Gallegos, 2001). Several studies have found a

COMPLETION IN ONLINE LEARNING 29
significant correlation between student motivation and the ability to successfully

complete individual online courses as well as be retained in online programs (Castles,

2004; Chyung, 2001; Ivankova & Stick, 2007, Osborn, 2001).

The amount of academic and professional experience that students have

significantly impacts the dropout of online courses. The perceived utility of an

educational experience plays a key role. Students who have had previous experience

relating to the contents of an online course they are enrolled in have been found to be

more likely to successfully complete it (Lee & Choi, 2011). Similarly, students with a

higher level and/or more years of education were found to be less likely to drop out of

online courses (Levy, 2007).

Xenos, Pierrakeas, and Pintelas (2002) examined the previous academic and

professional experience of students enrolled in an informatics course. Students who had

completed previous courses in the field or who had held professional roles in

programming or data processing had significantly lower rates of dropout than those

without these experiences (Cheung & Kan, 2002). Course design and content also play an

important role in whether students are able to feel that their courses are useful. The

relevance of a course to a student’s career aspirations has been found to significantly

impact a student’s decision to drop out or continue their enrollment in online courses

(Perry, Boman, Care, Edwards, & Park, 2008). Self-efficacy has also been found

to play an important role in student success in online learning environments.

Self-efficacy: Students’ beliefs about their ability to complete requirements.

Self-efficacy is defined as the extent of the beliefs a person has in their own ability to

successfully complete tasks. Bandura (2000) describes self-efficacy as playing a

COMPLETION IN ONLINE LEARNING 30
significant role in human functioning, affecting behavior, goals, and aspirations. As they

strive to fulfill the requirements of the MBA program, the self-efficacy of MU students is

important. The uniqueness of the distance learning experience requires that students are

equipped to adjust and build upon their personal skills and learning strategies to be

successful.

Yukselturk and Yildirim (2008) identified the importance of the responsibilities of

distance students. Online learning places more responsibilities on students than face-to-

face learning environments (Moore & Kearsley, 2005). This unique learning environment

means that self-regulated learning strategies must be engaged to be successful

(Yukselturk & Yildirim, 2008). This type of learning requires students to select, organize,

and create advantageous learning environments for themselves (Zimmerman, 2002).

Students must possess the self-efficacy needed to feel that they will be able to complete

the program requirements in a non-traditional online learning environment.

The literature reflects the importance of student self-efficacy within various kinds

of academic courses, both in the traditional and distance environments. In terms of the

capacity of students to assess their own abilities, it has been found that those in

developmental courses are often uncertain about their goals and demonstrate low self-

efficacy toward academic tasks (Saxton & Boylan, 1999). Motivation and goal attainment

have been found to significantly affect persistence for students in adult basic education

courses, as they realize that there is an increased level of academic demands and that the

specific steps that are needed for career advancement can be increasingly difficult to

achieve (Perin & Greenberg, 1994).

These findings offer a sharp contrast to the research regarding successful distance

COMPLETION IN ONLINE LEARNING 31
learners. This group has been found to have a need for autonomy and flexibility, along

with a high tolerance for ambiguity (Valentine, 2002). These characteristics are likely to

apply to the students enrolled in the online MBA program at MU. Students benefit from

possessing the self-efficacy to be able to succeed in the distance environment.

Organizational Influences

In addition to knowledge and motivation aspects, there are key organizational

factors which contribute to performance gaps in online learning within institutions of

higher education. Clark and Estes (2008) state that there are a number of factors that

impact performance. Organizations may be prevented from reaching their goals due to

the barriers that are present. Factors including resource allocation, organizational setting,

and culture have a significant impact on student retention in online programs.

Resource allocation. Clark and Estes (2008) discuss the key role that resources

play in supporting organizational goals. Within the online learning environment, they are

especially critical due to the unique needs of students who seek to meet their educational

goals without having access to campus resources. As the number of online learning

programs has increased rapidly in recent years, administrators have begun to understand

the importance of offering support networks to these students. Clark, Holstrom, and

Millacci (2009) studied distance learners at the University of Cincinnati. Students

reported high satisfaction regarding a variety of measures, including advising services

and a supportive institutional environment to help with academic success. Students felt

that they benefitted from the supplemental program support available to them. In

undergraduate online degree programs, 85% of students successfully completed their

courses, which was attributed to the variety of support avenues accessible to students.

COMPLETION IN ONLINE LEARNING 32
Making a variety of institutional support resources available to students has

been shown to improve student retention rates in online courses (Lee & Choi, 2011).

Cheung and Kan (2002) studied tutorial sessions for online sessions in which students

received both academic and emotional support. These sessions were found to increase the

retention of distance learners. Schwitzer, Ancis, and Brown (2001) found that engaging

and interactive student services were critical factors for satisfaction in the online

environment.

Diaz and Cartnal (2006) found that the quality of student support provided by

staff and institutions as a whole is an important predictor of distance student retention. In

their analysis of barriers to distance education, Muilenburg and Burge (2001) found that

five of ten factors, including access and student services, were related to institutional

supports. When these factors were considered to be unsatisfactory or insufficient, they

were identified as significant challenges to students as they sought to complete their

courses.

Despite students’ motivational factors, organizational support networks have

consistently been found to play a key role. After conducting a logistic regression analysis,

Park and Choi (2009) found that regardless of aspirations or academic preparation, adult

learners were more likely to drop out of online courses if they lacked organizational

support. As a result, they concluded that learners must receive support for their learning

to encourage persistence in the online environment.

Organizational culture. Clark and Estes discuss organizational culture and how

it is impacted by change. In the fast-paced world of distance education, organizations

often find it necessary to assess their processes, policies, and staffing to meet the needs of

COMPLETION IN ONLINE LEARNING 33
students in the online learning environment. A number of studies have been conducted

which evaluate student needs and how these can be met at the institutional level.

Hale (2007) states the importance of adapting the infrastructure of universities

in order to meet the needs of distance students. The study advocates for institutions of

higher education to assess whether the right environment is present to support distance

students. Faculty members often struggle to teach quality courses in the distance

environment. Due to rapidly increasing online course sizes, institutions often find

themselves working to limit class size. This ensures that students are able to learn more

efficiently while faculty are able to teach more effectively. Without quality instruction,

students struggle to complete their online courses.

Organizational setting. Distance education programs may lack structured

progression steps for completion of degree requirements (Davidson et al., 2011). Due to

the flexibility of online programs, curriculum regimens often vary. The lack of a standard

structure may contribute to a sense of social isolation, and students may have difficulty

determining when their degree requirements will be complete (Hara & Kling, 2000;

Muller, 2008). One of the major factors associated with outcomes for distance students is

the lack of agreement in responsibilities, expectations, and roles between faculty

members and students (Rust, Brinthaupt, & Robbins, 2015). Bork and Rucks-Ahidiana

(2013) reported significant discrepancies, resulting in frustration for both parties. This

frustration was found to contribute to high attrition rates. In online learning

environments, students often find it challenging to understand course requirements. Lee

and Choi (2011) discuss the importance of providing guidelines for the design of

instructional materials, course curriculum, and the interactions between faculty and

COMPLETION IN ONLINE LEARNING 34
students. Hara and Kling (2011) found that students’ lack of commitment to a particular

curriculum regimen may cause them to struggle to understand when their degree

requirements will be complete.

Davidson et al. (2011) state that course requirements in the distance education

environment can be intense. Students must understand what is expected of them to

determine how to successfully complete their programs, and whether they should study

part- or full-time. In addition to understanding the requirements, interaction in the online

environment has been determined to be very important. Boston and Ice (2011) discuss the

need for institutions to develop practices and engage students at a level that makes them

feel valued. Even educators with a background in adult education may not understand

how to effectively teach and engage this unique population (Galbraith, 2004). To ensure

that online learners persist, it is important for institutions to adjust their policies and

procedures.

Conclusion

As the literature illustrates, retention in online learning is a complex topic. This

chapter discussed the primary factors that have been shown to affect student retention.

Students’ knowledge, degree utility value, self-efficacy, and the organizational culture

can be important contributing variables to knowledge, motivation, and organizational

performance gaps (Clark & Estes, 2008). These gaps have the potential to negatively

affect overall student retention (Table 1). Addressing the needs of students may be an

important step for institutions seeking to positively impact student retention (Castles,

2004). The next chapter will outline the methodology that will be used to further examine

this issue.

COMPLETION IN ONLINE LEARNING 35
Table 1

Summary of Assumed Needs for Knowledge, Motivation, and Organizational Issues
Assumed Needs
Sources Knowledge Motivation Organization
Learning and
Motivation
Theory

Related
Literature
• Need knowledge of
what is required to
successfully
complete the
program.
• Need ability to
monitor the skills
which are relevant
to program
completion.
• Need knowledge of
the steps to take in
a case where
support is needed.
• Need knowledge of
how to monitor
program progress.

• Need knowledge of
what is needed to
be successful in the
online environment.
• Need to build skills
to promote program
completion.
• Need skills to
integrate these
strategies
throughout the
program.
• Need desire to put
in effort towards
program
completion.
• Need desire to
implement new
strategies to be
successful in the
program.

• Need to feel that
coursework is
useful.
• Need to see value
of program
completion.

• Needs resources
designed to meet
students’ needs.
• Needs to devote
staff to support
distance
students.
• Needs clearly
defined retention
goals for student
support staff.
• Needs an
environment that
supports online
student retention.

• Needs support to
provide high
quality online
student services.
Table 2
COMPLETION IN ONLINE LEARNING 36
General Literature Summary of Assumed Influences on Retention in Online Learning

Assumed Assets

General Literature

Knowledge

Distance education programs
may lack structured progression
steps for completion of degree
requirements (Declarative)

(Bork & Rucks-Ahidiana,
2013; Davidson, Metzger,
& Lundgren, 2011; Hara
& Kling, 2000; Muller,
2008; Rust, Brinthaupt, &
Robbins, 2015)

Online learners may lack
knowledge of how to access
support resources (Procedural)
(Cheung & Kan, 2002;
Clark, Holstrom, &
Millacci, 2009; Lee &
Choi, 2011; Rumble,
2000; Schwitzer, Ancis,
& Brown, 2001)

Students must be able to
reflect on their own abilities
(Metacognitive)
(Farid, 2014; Hale, 2007;
Harrell, 2008)

Motivation

Students need to believe they
are capable of completing
requirements
(Self-efficacy)

(Bandura, 2000; Moore &
Kearsley, 2005;
Yukselturk & Yildirim,
2008; Zimmerman, 2002)

Students need to believe
that their degrees are useful
(Utility Value)

(Castles, 2004; Chyung,
2001; Eccles, 2009;
Ivankova & Stick, 2007;
Osborn, 2001; Schmidt &
Gallegos, 2001)

Organizational Culture
COMPLETION IN ONLINE LEARNING 37

The organization needs to
provide resources and encourage
students to seek them so that
they can succeed in the distance
environment (Cultural Setting)
(Hale, 2007; Lee & Choi,
2011; Rovai, 2002)

The organization needs to
effectively provide education to
students regarding the
requirements necessary for
program completion (Cultural
Model)

(Hara & Kling, 2000;
Muller, 2008)

Conceptual Framework: The Interaction of Students’ Knowledge, Motivation, and
the Organizational Context

Frameworks play a key role in understanding a study. A conceptual framework

provides an understanding of the theories, beliefs, and previous findings that guide the

research which informs the issue (Maxwell, 2013). The framework presented here

illustrates the connections between the knowledge, motivation, and organizational

influences impacting retention within the MBA program at MU. While each of the

potential influencers have been presented independently of one another, they do not

operate in isolation. All of these factors are interconnected.

To successfully complete their programs, students must possess knowledge

regarding the requirements. The research has shown that distance education courses may

lack structured steps for degree completion (Davidson, et al., 2011). In a number of

studies, a correlation has been found between the motivation of students and the ability to

both complete online courses and continue enrollment in distance programs (Castles,

2004; Chyung, 2001; Ivankova & Stick, 2007, Osborn, 2001).

COMPLETION IN ONLINE LEARNING 38
Distance students’ decisions to continue enrollment are significantly impacted by

their relationships with the institutions of higher education in which they study. Students

who decide to drop out of an online course have been shown to have less positive

perceptions of institutional support than those who continue enrollment (Rust, Brinthaupt,

& Robbins, 2015). As the research shows, these key influencers interact with each other

in significant ways. This framework explains the connections between these factors and

how they impact the organization in relation to the established goal.

Figure 1. Conceptual framework of factors influencing student completion.

This figure illustrates the interactions between the various aspects of the

stakeholders’ knowledge, motivation, and the context of the organizational environment.

The framework shows that all of these factors are interconnected. Within each influencer

listed, the factors affecting that aspect are stated. These factors impact distance students

and, in doing so, the organization as a whole. As a result, these influences have a

profound impact on the completion goal of 85% set by MU for the first online MBA

COMPLETION IN ONLINE LEARNING 39
student cohort.

COMPLETION IN ONLINE LEARNING 40
CHAPTER THREE: METHODOLOGY

The purpose of this research was to evaluate the degree to which MU achieved

its goal of an 85% retention rate for the first online MBA cohort. The analysis focused on

the knowledge, motivation, and organizational influences related to achieving this

organizational goal. While a complete performance evaluation would have examined all

MU stakeholders, for practical purposes the stakeholders that were the focus of this study

are the students enrolled in the first cohort of the online MBA program. The questions

that guided this study are the following:

1. To what extent is MU achieving its goal of 85% retention in the online MBA

program?

2. What are the student knowledge, motivation, and organizational influences

related to achieving this goal?

3. What are the recommendations for organizational practice in the areas of

knowledge, motivation, and organizational resources?

As the research questions illustrate, this study investigated the impacts of various

factors on the retention of students enrolled in an online graduate program. The following

chapter includes information on the participants, survey instruments, procedures for data

collection, and the analytic strategies that were used.

Participating Stakeholders

The stakeholder population for this study is the first cohort of students enrolled in

the online MBA program at MU. This is the inaugural cohort since the university

partnered with a new education technology vendor. Given that retention is the focus of

the organizational goal that has been established, students are an especially significant

COMPLETION IN ONLINE LEARNING 41
stakeholder group.

This research serves as a case study, gathering valuable data regarding

graduate students enrolled in programs delivered in a distance format. Case studies

involve using multiple sources of information for data collection (Creswell, 2013). The

use of more than one source allows for triangulation of data, which uses the different

methods as a check of one another (Maxwell, 2013). Utilizing various approaches

provided a richer picture of students’ experiences.

Survey Sampling Criterion and Rationale

All students surveyed were members of the first cohort of the online

MBA Program at MU. As the retention goal that was established applied to the first

cohort of students, it was important to obtain information from this group specifically.

Collecting data directly from students allowed them to discuss their perspectives

regarding the knowledge, motivation, and organizational influences that they feel

impacted the decision to continue enrollment.

All students surveyed were either currently enrolled or recent graduates

of the program. Although the starting cohort was about 100 students, it is important to

note that the sample size in this study was smaller. Due to the fact that many distance

learners enrolled in graduate programs pursue customized plans of study that may include

a leave of absence, it was important to ensure that the group surveyed was either

currently or had recently been actively enrolled in the program. Current students and

recent alumni provided the most accurate picture of the perspectives of those in the

program.

All students surveyed were scheduled to graduate in 2017. Since this

COMPLETION IN ONLINE LEARNING 42
timeframe reflects the graduation period specific to the first cohort of online MBA

students, it was important to ensure that only those students surveyed were scheduled to

graduate at this time. In a case where a student was enrolled in a custom program plan, it

was verified that he/she was still on track to graduate in 2017 to be included in the study.

Survey Sampling Strategy and Rationale

For survey distribution, the entire first cohort of online MBA students at MU was

encouraged to participate. The sampling strategy utilized was non-random, purposeful

sampling due to the fact that the university established an 85% retention goal that

specifically applied to the first cohort of distance students. As a result, only this particular

group could be studied. The survey portion was the first step in the data collection

process.

The survey was distributed in the summer of 2017, just after many of the first

cohort students had graduated. They received the survey online via e-mail from the

Assistant Dean for Masters Programs. Students were informed that their answers would

be confidential and that overall results would be delivered in an aggregated, anonymous

format. It was explained that student feedback would be used to shape future program

practices.

Due to the quantitative case study design, the use of surveys was valuable for

data collection. Survey design represents a numeric description of the trends or attitudes

of a population by studying a sample that represents it (Creswell, 2014). As the study will

be used to inform best practices in the field, it was important to gauge the perspectives

of the students enrolled in the program.

COMPLETION IN ONLINE LEARNING 43
Data Collection and Instrumentation

A variety of data collection methods were selected for this study. The

methods were: surveys, interviews, and document analysis. These tools were used to

gather information regarding the needs of students enrolled in the MBA program at

MU. The variety of methods selected served to triangulate the data. Triangulation

occurs when different data sources of information are used to build a justification of

themes (Creswell, 2014). By examining evidence from a number of sources, this study

gathered data in different ways. The use of multiple sources allowed conclusions to be

formed based on the commonalities found throughout the various collection techniques.

Surveys and interviews were used to examine students’ opinions regarding the

program and their needs. These methods played an important role in determining the

perspectives of students and how they might influence overall retention in the program.

Surveys and interviews were related to the second research question which sought to

understand the knowledge, motivation, and organizational influences which impact

student retention.

University retention reports were used to examine the extent to which MU is

currently achieving its retention goal for the first cohort of the online MBA program.

The rate of retention related to the first research question, which sought to determine

whether the goal of 85% student retention in the first cohort was being achieved.

Retention data was reviewed to evaluate whether this goal was being met as well as the

points of the program which were common for dropout.

Surveys

Surveys were distributed via e-mail to all members of the first cohort of the

COMPLETION IN ONLINE LEARNING 44
online MBA program at MU. This e-mail included information regarding the purpose of

the study, how the data would be used, and the anonymity of the responses. Survey

results were used to determine the knowledge, motivation, and organizational influences

that were relevant to students as they completed the program. The rate of completion and

the influences which impacted it were relevant to the retention goal that has been

established by the university. Surveys allowed students to express their opinions

regarding the program in an anonymous forum.

Validity and Reliability

Validity and reliability played a key role in this study and the methods which

were used. Validity is based on determining the accuracy of the data, while reliability

indicates that the researcher’s approach is consistent (Creswell, 2014). There are a

number of techniques that can be used to determine the validity and reliability of the

study. One of these is peer debriefing.

The peer debriefing approach is used to enhance the accuracy of the account,

locating a person to review and ask questions about the study to verify whether the

account will resonate with others apart from the researcher (Creswell, 2014). In this

study, peer debriefing was used. Due to the background of the researcher in the areas of

distance education and student advising, it was important to examine the various aspects

of the study to determine how it might be interpreted by others.

Interviews

Interviews were conducted with students who responded to the initial survey that

was distributed. Students who agreed to participate were interviewed one time in a one-

on-one setting, with only the student and the researcher. These sessions were conducted

COMPLETION IN ONLINE LEARNING 45
by phone, and were recorded for transcription purposes after participant consent was

granted.

Creswell (2014) discusses the importance of planning and developing a protocol

prior to completing a qualitative interview. Interviews were formal but semi-structured.

While there was an initial set of questions, using this approach allowed for follow up

questions to be asked. This strategy ensured that the interview questions connected

closely with the research questions that were determined while still being open-

ended enough to gather additional data.

Document Analysis

Collecting and reviewing documents played an important role in gathering

institutional data on this topic. Merriam (2016) discusses the different types of

documentation that can be used in a study, distinguishing between those that occur

naturally in the context of the study and those that are generated by the researcher. For

the purposes of this research, documents were reviewed that occurred in the context of

the study. The university provided institutional documentation that examined when the

most common point of dropout tended to occur. This data was used to inform

recommendations to the university regarding the institutional influences which impacted

retention. These influences connected with the framework of this study. The information

gathered, combined with the findings from the surveys and interviews, was used to make

recommendations for practice.

This study utilized a number of data collection methods to gather information in a

variety of different ways. Surveys, interviews, and documents were used to assess various

aspects of the knowledge, motivation, and organizational influences which are relevant to

COMPLETION IN ONLINE LEARNING 46
retention. The data collected was used to determine how to best inform practices to retain

students enrolled in a graduate program with an online delivery.

Data Analysis
A number of strategies were utilized during the data analysis process. Descriptive
statistical analysis was conducted once all survey results were submitted. For interviews,
data analysis began during data collection. Analytic memos written after each interview
documented the initial thoughts, concerns, and possible conclusions about the data in
relation to the conceptual framework and research questions. All interviews were
transcribed and coded.
In the first phase of analysis, open coding was applied, looking for empirical
codes and applying a priori codes from the conceptual framework. For the second phase
of analysis, empirical and a prior codes were aggregated into analytic/axial codes. In the
third phase of data analysis, pattern codes and themes were identified that emerged in
relation to the conceptual framework and study questions. Documents and artifacts were
examined for evidence consistent with the themes in the conceptual framework.
Credibility and Trustworthiness

Credibility and trustworthiness are key factors to consider when evaluating the

accuracy of a study (Merriam & Tisdell, 2016). It is necessary to note that this research

involves a case study design. Some aspects of case studies impact data analysis, and

paying attention to data management is especially important under these circumstances

(Merriam & Tisdell, 2016). Due to the various data sources that were used, peer

examination played an important role in ensuring consistency and dependability

(Creswell, 2014). As part of this process, all interview transcripts were reviewed to

COMPLETION IN ONLINE LEARNING 47
ensure that the study findings accurately represented the collected data. One of the

committee members for this study had worked with the program being researched, so the

peer examination approach was utilized throughout the process to ensure credibility.

Patton (2015) offers alternative sets of criteria for judging the quality and

credibility of qualitative research. These were considered as part of this study. One of

the criteria for this approach is to ask how you can generalize from a small, non-random

sample. It is important to note that, due to the case study nature of this design, the results

may not be widely generalizable outside of the study. However, these findings are a

representation of the perspectives of this particular group of graduate students who are

enrolled in an online MBA program. Further research should be conducted to determine

the generalizability of these findings to other groups of students.

Validity and Reliability

Concerns involving validity and reliability in a study can be approached through

paying careful attention to its conceptualization, the manner in which the data are

collected, analyzed, and interpreted, and the presentation of the findings (Creswell,

2014). This survey was administered to the first cohort of students who were enrolled in

the MU MBA program. Distributing the survey to the entire cohort ensured that all

students had an equal opportunity to participate in this study.

The survey was distributed via e-mail. It was important to work closely with the

university to ensure that the survey was sent to the most updated list of student e-mail

addresses. Solely distributing the survey to university e-mail addresses was unlikely to

yield the best response rates, as some students may not monitor these e-mail accounts on

a regular basis. To increase the response rate, all students who submitted completed

COMPLETION IN ONLINE LEARNING 48
surveys were entered into a drawing to receive one of four $25 gift cards in an effort to

encourage students to participate.

Ethical Considerations

It was important for the researcher to determine and fulfill all responsibilities to

the participants. Students were notified that participation in the study was entirely

voluntary. They received an information sheet which explained that their relationship

with the institution in which they were enrolled would not be impacted whether or not

they chose to participate. It was necessary for students to give consent prior to the one-

on-one interviews being audio recorded and transcribed. It was also noted that identifying

information would be removed from the audio recording in order to maintain participant

confidentiality to the fullest extent possible.

Maxwell (2013) discusses the ethical issues that could result from violating

participant confidentiality. Students were notified that data would be stored solely with

the researcher. It was explained that no audio recordings or transcripts from the study

would be shared with the university unless an extenuating circumstance occurs, such as a

case where the data is summoned by law enforcement. To ensure the safety of the

participants involved, this study was submitted to the Institutional Review Board (IRB)

of both the University of Southern California and the study site. All IRB rules and

guidelines were integrated to protect participants’ rights.

Researchers bring their own experiences into the field of study. It was

necessary for the researcher to be aware of assumptions and biases prior to beginning this

study. It is important to note that the researcher was a former employee of the company

that served as the technology vendor which supported the online program that was the

COMPLETION IN ONLINE LEARNING 49
focus of this study. Due to previous experience as a Student Support Manager within that

organization, the researcher felt both knowledgeable and invested in the needs of

graduate students in the online learning environment. However, the researcher also

recognized that this knowledge could cause bias given having background working in this

field. The peer debriefing approach was utilized to help ensure that this account was

accurate, and a consultant was located to review the study (Creswell, 2014).

As an outside researcher, there was no conflict with the organization of study.

Given that the researcher was neither a current employee of the university which was

being studied nor the technology partner that was partnered with the online program that

is its focus, the researcher was able to serve as an investigator rather than a member of

the organization. To obtain the richest data possible, it was important for students to

understand the role of the researcher.

Prior to the study, the purpose of the research was discussed in the information

sheet which was distributed to students. It was explained to students that the results

of the study would be used to inform the decisions made to shape the program in the

future. As the focus of this study was the first cohort of the online MBA program, this

study was an opportunity for students to contribute information that would be used to

positively impact the experience of future cohorts.

Limitations and Delimitations

As with all studies, there are limitations in the design as well as the way this
research was conducted. The sample size of this study is one of its primary limitations.
Although the number of survey respondents (n=36) represented a 37% overall response
rate, a larger study would allow for more conclusions to be made. The case study design
COMPLETION IN ONLINE LEARNING 50
of this research also results in limited generalizability of the findings outside of this
program and university, given that all respondents were enrolled in the same program.
One of the limitations of this study is the potential for self-selection bias.
Participants voluntarily completed the survey after receiving a request through e-mail.
The students who chose to participate may not have been a representative sample of the
overall population. Additionally, while students who actually withdrew from the program
would have likely offered interesting insights, they were not the focus of this study.
Additionally, there may have been a social desirability factor. While it was
explained to students that their responses would be presented to the university
anonymously, they may have felt responsibility to give favorable responses given that
they were members of the program’s first cohort. They likely valued the importance of its
reputation and the effect it might have on their career opportunities. Despite the assurance
of confidentiality, participants may have felt hesitant to provide honest responses to
certain questions due to the fear of painting the program in an unflattering light.
Clark and Estes (2008) was used to examine the comprehensive knowledge,
motivation, and organizational influences which impact retention. This framework may
be viewed as a limitation in the data analysis process and the discussion of the findings.
Further research could apply a different framework more closely aligned with student
satisfaction and retention theories.
The research site was a delimitation in this study. Research was conducted within
the context of a large institution that is nationally regarded. The online program
encompassed students from across the United States as well as those residing in
international locations. While this study is not generalizable to all online graduate
COMPLETION IN ONLINE LEARNING 51
programs, the data is helpful to those institutions who would like to increase the

resources and support offered to distance learners.

Chapter 3 provided an overview of the methodology of this study. The conceptual
framework was provided as well as information regarding the study’s sample, recruitment
process, and the data collection methods used. Strategies for data analysis were outlined.
The researcher identified ethical considerations and how they might impact the study.
Additionally, the limitations and delimitations of this project were stated. The
trustworthiness of a study is dependent upon the ethics of the researcher (Merriam &
Tisdell, 2016). To strengthen this study, it was necessary to utilize several data collection
methods and recognize how the researcher’s biases might influence the research being
conducted (Maxwell, 2013). The results and findings are presented in the following
chapter.

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CHAPTER FOUR: RESULTS AND FINDINGS
The purpose of this study was to evaluate the knowledge, motivation, and

organizational influences as they relate to student retention in an online MBA program.

The questions that guided this study are the following:

1. To what extent is MU achieving its goal of 85% retention in the online MBA

program?

2. What are the student knowledge, motivation, and organizational influences

related to achieving this goal?

3. What are the recommendations for organizational practice in the areas of

knowledge, motivation, and organizational resources?

This chapter will provide an overview of the findings of this study presented
categorically by knowledge, motivation, and organizational influences. Quantitative and
qualitative data were collected. Survey and interview methods were utilized to provide
students opportunities to express their viewpoints, allowing the study to better capture the
experiences of distance students enrolled in the MU MBA program.
This study began with the collection of quantitative data using an electronic
survey tool. The survey was composed of questions written by the researcher in
conjunction with the Assistant Dean for Masters Programs at MU. The survey included
21 questions. Questions were answered using Likert scale and multiple choice methods.
In addition, open-ended items were provided to capture the perspectives of students who
felt that the standard answers did not apply. Out of 97 potential participants, 36
responded to the survey, yielding a 37% response rate.
COMPLETION IN ONLINE LEARNING 53
Qualitative data was collected in the form of individual interviews. This process
took place after the quantitative phase was completed to allow for a further exploration of
the trends and patterns that initially emerged through the analysis of the surveys. The use
of multiple data collection methods aids in the triangulation of findings, which allowed
the researcher to further explore the initial results (Maxwell, 2013). Of the 36 survey
respondents, 15 stated that they would be willing to participate in the interview process.
The program administrators communicated details about each of the respondents to help
ensure that a representative sample was selected. Using this information, seven
interviews were completed via phone. Overall, 19% of all survey respondents
participated in the interview process. After receiving written consent from each
participant, all interviews were recorded. Following the completion of each interview, the
conversation was transcribed and later, coded and analyzed. All items from the survey are
included in Appendix A. The interview protocol can be found in Appendix B.
Overview of Findings
Participants in this study were all students enrolled in the MBA program within
the School of Business at MU. As important stakeholders in this program, students were
selected for the study group. Their role as members of the first cohort of the online
program made their perspectives especially valuable. At the conclusion of the online
survey, demographic questions were included. Table 3 provides summary information
regarding gender, ethnicity, age, and education level for both survey and interview
participants. Of the student survey respondents, two-thirds, 64%, were male. Of the
interview respondents, 6 of the 7, 86%, were male.
COMPLETION IN ONLINE LEARNING 54
The ethnicity of the respondents was categorized into four groups: Caucasian,
Black/African American, Hispanic or Latino, Asian or Pacific Islander, and Native
American. The majority of survey respondents, 66%, were Caucasian. Similarly, the
majority of the interview respondents, 71%, were Caucasian. The age of the respondents
was distributed between five age groups: 20-30, 30-40, 40-50, 50-60, and over 60. The
majority of survey respondents, 61%, were within the 30-40 age group. This was also the
dominant age range in the interview respondent group, of which 71% were between 30-
40 years old. The education level of the respondents was categorized into three
educational levels: bachelor’s, master’s, and doctoral degrees. The majority of survey
respondents, 63%, held a bachelor’s degree. This was also true of the interview
respondents, of which 71% held a bachelor’s degree.

COMPLETION IN ONLINE LEARNING 55
Table 3
Demographic Summary of Survey and Interview Respondents
Gender Survey Interview
Male 23 6
Female 13 1
Ethnicity Survey Interview
Caucasian 23 5
Black/African American 4 1
Hispanic or Latino 4 0
Asian or Pacific Islander 3 1
Native American 1 0
Age Range Survey Interview
20-30 4 1
30-40 22 5
40-50 5 1
50-60 4 0
Over 60 1 0
Education Level Survey Interview
Bachelor’s 22 5
Master’s 11 2
Doctorate 2 0

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Findings for Knowledge Influences
In this chapter, the assumed knowledge influences discussed in Chapter Three are
presented using survey and interview data. A further explanation of specific questions
asked to provide information regarding knowledge influences is below. A discussion of
respondents’ answers to interview questions is also provided.
Students’ Understanding of Requirements and Use of Support Services
Survey results. Question Three asked, “To what extent do you feel you

understood the expectations (program requirements, time commitment) of this program

before you started?” The data showed that 67% of respondents felt they mostly

understood the expectations prior to beginning the program. While the majority of survey

respondents reported this, 22% felt that they only had somewhat of an understanding.

Figure 2. Results of survey question 3.
This reflects a common finding in studies of distance students. Due to a

variety of academic tracks which are available to students, a lack of commitment to a

designated curriculum regimen may lead to confusion (Davidson, Metzger, & Lindgren,

COMPLETION IN ONLINE LEARNING 57
2011). As the inaugural cohort of an online program, this group of students may have

also felt that they could not consult with older students or program alumni regarding

which academic tracks to pursue.

Interview results. One of the interview questions was designed to assess

participants’ level of declarative knowledge and how it impacted their experiences in the

program. Question Six asked, “Do you feel that the program requirements have been

clearly communicated?” Of the seven interviews that were conducted, five students, 71%,

felt that the requirements were clearly communicated. One explained, “I think

everything was communicated the way it was supposed to be. It's sometimes up

to the student to decide if they want to go above and beyond, but I never felt like

something came out of the blue.” Two students felt that the requirements could have

been better communicated. One stated,

There wasn't a lot of communication originally, and it was kind of hands off with

the administration. With the requirements for the program itself, I heard so many

stories about what people were told, and a lot of it just didn't match what the

reality was.

Another student explained, “There were one or two classes where I didn't feel like

either the professor or the program was how the class was supposed to be, but they seem

to have made changes.” These findings illustrate how the extent to which students felt

that they had an understanding of the program expectations impacted their experiences.

They expressed more positive feelings about the program if they felt that communication

was clear and that they knew what was expected of them.

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Findings for Motivation Influences
The assumed motivational influences presented in Chapter Three will be
discussed using survey and interview data. Included below is a further exploration of
specific questions which were asked to provide information regarding self-efficacy and
utility. These have been identified as key motivation influences.
Students’ Beliefs about Ability to Complete Requirements

Survey results. Two of the survey questions were designed to allow participants

to discuss their journeys to degree completion and the factors they felt impacted it.

Question Nine asked, “Have you taken time off from your studies or withdrawn from the

program completely?” While the majority of students had not taken time off from the

program, 33% had either decided to either take an official leave of absence or had chosen

not to register for classes during at least one semester.

Figure 3. Results of survey question 9.
The high number of students who stated that they had taken a leave is illustrative

of the path that distance students often take. Full-time employee status, pressure to work

COMPLETION IN ONLINE LEARNING 59
additional hours, and changes in work responsibilities have been found to increase the

likelihood that students will drop out or take breaks in their enrollment as a result of these

commitments (Lee & Choi, 2011). Additionally, many online students also juggle family

responsibilities.

Question 10, the question following the withdrawal/leave question, asked, “Which
of the following factors do you feel impacted that decision?” The majority of students,
32%, cited family commitments. Time, professional commitments, and finances,
respectively, followed as other significant factors.

Figure 4. Results of survey question 10.
These findings reflect the literature on this topic. While many students in

traditional learning environments place a primary emphasis on their studies, those in

online learning often have familial obligations (Grau-Valldosera & Minguillon, 2014).

Lee and Choi (2011) found that many students who dropped out of online courses

attributed the decision to environmental factors. These included work commitments,

COMPLETION IN ONLINE LEARNING 60
family and social responsibilities, and insufficient support networks. While students felt a

number of factors influenced their decisions to continue their enrollment in the program,

none of them listed academic reasons except for one. The student who selected “Other”

responded, “Schedule of courses offered.” While this was the only mention in the survey,

this problem was also noted by several of the students interviewed.

Interview results. Three interviewees mentioned the challenges that arose from

group work. One noted, “What made the coursework challenging is the different

time zones that people are in and the different responsibilities that people may have.”

Another student noted, “We had a bunch of projects that we had to coordinate on, and to

put people on group projects who are in difference cadences at work is a little tricky.”

While group work is often challenging for working professionals, this obstacle was

especially significant for students in the online environment who were tasked with it

despite having varying schedules.

Utility

Survey results. Three of the survey questions were designed to allow students

to discuss the utility value of the degree. Question One asked, “Which of the following

factors motivated you to enroll in this program? Please check all that apply.” It should be

noted that participants were allowed to select more than one answer. The data revealed

that 23% of the respondents indicated that they were motivated to enroll in the program

because they wanted to be more desirable in the job market.

COMPLETION IN ONLINE LEARNING 61

Figure 5. Results of survey question 1.
Employers can significantly influence students’ decisions to enroll in degree
programs. Some companies also offer tuition reimbursement. Question Two asked, “In
which of the following ways did your employer impact your decision to enroll? Check all
that apply.” The data showed that 41% of participants felt motivated to enroll by the
financial support offered by their employers.

Figure 6. Results of survey question 2.
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Question Four asked, “How relevant do you feel the coursework has been to your

career interests?” The data showed that 58% of students felt that the coursework was

mostly relevant. Following that, 28% of students felt it was completely relevant.

Figure 7. Results of survey question 4.

This is significant given that adult learners have been shown to commit to

learning when they consider the goals and objectives to be relevant, important, and

realistic to both their personal and professional needs (Schmidt & Gallegos, 2001).

The majority of students were working in the field of business and wanted to be able to

relate their coursework to their professional experiences. Students are more likely to

continue their enrollment if they feel that the degree will be useful to them in the future.

Interview results. Three interview questions were designed to allow participants
to discuss the utility value of the degree. Question One asked, “Why did you decide to
pursue your MBA?” Students were motivated by a number of factors: learning a new skill
set, financial support from their employers, and working alongside colleagues who held
MBA degrees. One student expressed the desire to acquire new skills:
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I was working for an advertising agency in the finance department. I wasn't

learning what I wanted to learn in terms of technical aspects of either being in

finance or being in accounting. I needed something more challenging, and the

way I saw it was that an MBA would help me gain technical expertise and bridge

out of advertising into something else.

Financial support also played an important part in the decision. One student

explained, “I think what made it probably an easier decision than most is that my

company does pay for school. That made it less of a financial decision, and more of a

personal decision.”

Two students mentioned the significance of their colleagues in leadership

roles holding master’s degrees. One explained, “I was literally told by the partners, ‘If

you want to have a career in business, you need to have an MBA.’ That was the golden

degree.” To be able to move into higher positions, students felt that it was necessary to

obtain the same degree as those in leadership roles.

A number of factors impacted students’ decisions to attend this particular

program, including the reputation and ranking of both the university and the program

itself, and the services provided to the particular student group they belonged to.

Question Two asked, “How did you decide to attend this program?” All of the students

interviewed mentioned the reputation of the university. One explained, “The ranking, the

reputation, and the quality of the program were key factors.” Two students spoke about

the university’s support of veterans. This was notable given that 25% of the MBA

student makeup is affiliated with the military. One stated, “The university was able to

speak to military students more so than any other MBA program that I had shopped

COMPLETION IN ONLINE LEARNING 64
around for. Moreover, they had a rooted history in the military.” Another student

explained,

A lot of schools say they're pro-veteran and they want veterans, but I actually felt

the university really made it a target market. I felt it was truly a partnership that

they wanted to be long-lasting, to train veterans in the university. Tons of schools

said that they were pro-veteran, but I’d look at their websites and I wouldn’t see

any specific veteran things.

Question Three asked, “What factors do you feel have motivated you to complete

this degree?” Several students spoke about a sense of accomplishment. One stated, “I

don’t know if prestige is the right word, but the sense of accomplishment, finishing the

degree. I felt that it was challenging enough, but I didn’t feel like it was insurmountable.”

One student discussed family history as well as personal motivation:

Definitely accomplishment overall. I come from a single parent who didn't even

finish school past the seventh grade until after I graduated with my undergrad.

And so being the first person in my immediate family to graduate with a master’s

level degree, plus with a four-year degree was definitely motivation for me. I

think it was motivation as well to truly find myself.

These statements reflect the various factors that contribute to students’

motivations to complete a graduate degree. Students were motivated not only by their

professional and personal goals, but also the desire for a sense of fulfillment.

Organizational influences also play an important role in the student experience.

Findings for Organizational Influences
Survey results. Question Five asked, “How well do you feel supported by the

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staff in this program?” The data showed that 81% felt mostly and extremely supported by

program staff members. Institutional support plays a key role in student retention.

Figure 8. Results of survey question 5.

In their analysis of barriers to distance education, Muilenburg and Burge (2001)

found that five of ten factors, including access and student services, were related to

institutional supports. When these factors were considered to be unsatisfactory or

insufficient, they were identified as significant challenges to students as they sought to

complete their courses. Question Six asked, “How accessible do you feel your professors

are if you have a question or concern?” The data showed that 83% of students feel that

their professors were mostly and always accessible.

COMPLETION IN ONLINE LEARNING 66

Figure 9. Results of survey question 6.

Ginn and Hammond (2012) state that effective online learning is dependent upon

engagement. For students who are an extended distance from campus, the accessibility of

their professors is especially important. Question Seven asked, “How would you rate

your experience as a student in this program?” Significantly, 94% of students reported

feeling mostly and extremely positive about their experiences.

Figure 10. Results of survey question 7.
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Question Eight asked, “How likely are you to recommend this program to a
prospective student?” The majority of respondents, 89%, stated that they were
moderately and extremely likely. Organizational factors played a key role in the student
experience.

Figure 11. Survey question 8.
Interview results. Interview results. One of the interview questions was designed
to allow students to discuss their beliefs about organizational factors that might have
influenced degree completion. Question Ten asked, “For students who seemed to struggle
to continue their enrollment in the program, what specific factors do you think played a
role?” Several students spoke about the program rigor:
We were minus some students that started off in the inaugural cohort. I think for

some people, they didn't take the program as seriously. There are a lot of MBA

programs out there that come a dime a dozen and pretty much you check some

boxes and you got an MBA on your wall. I really don't think they thought it

would be as challenging as a brick and mortar program.

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This finding illustrates the obstacles students often face while completing a

graduate program. Cost, as well as program rigor, can be barriers for successful program

completion. Many online degree programs are of equal cost to those offered on campus,

and students may struggle to afford them.

While the majority of students expressed that they were extremely likely to

recommend the program, some felt that it lacked networking opportunities. Question 13

asked, “What additional university resources do you feel would have been useful to you

as you pursued this degree that you did not have access to?” One student stated, “Where I

think they lack severely is the concept of networking and being able to reach out to

people to solve real business problems. It didn’t feel like anybody was going to get

together and start the next Google.”

Two students stated that it would have been helpful to feel that they had someone

to speak with regarding the concerns they had regarding the program. One explained, “It

would have been helpful to have someone to advocate on your behalf when there was

something that probably should have been remedied at that time, rather than in an

evaluation at the end of the course.” When a problem arose, students were not always

clear who they should speak with.

Question Eight asked, “Can you describe a difficult experience you had during

this program and who you turned to?” One student discussed contacting an academic

advisor several times, stating, “It didn’t always get resolved in my favor, but I knew that

everything being done was done on my behalf.” Students had mixed experiences when

they sought assistance from program staff:

I think part of it was that my student support advisor was so helpful, and so

COMPLETION IN ONLINE LEARNING 69
willing, and so engaged, and now that's what gets me into the other half. The

other side was not. You're looking for that person to sort of help shepherd your

way to make sure that you're not making the wrong decision. You're looking for

somebody to be an advocate.

One student stated, “There is a weird paradigm in academia that looks at the

students as not knowing what's good for them. They don't look at us as stakeholders who

are paying a lot of money for a course, who have expectations.” Students felt that having

access to a variety of resources played an important part in their experience.

Question 12 asked, “What resources do you feel the university provided to

help you be successful as a student?” Program faculty, staff, and technology resources

were all mentioned. Two students cited the LMS as a key resource. One student stated, “I

think the staff makes it successful because you have a sounding board. When you couple

in the support structure built into the online platform, I think that all adds up to an

aggregate success story.” Another student explained, “I don't think they actually provided

any specific resource for me to be successful, but I think the platform itself is really good.

I think it helps to compartmentalize what's due, when it's due, and how to get it in.”

The organizational findings were consistent with the research. Diaz and Cartnal

(2006) found that the quality of student support provided by staff and institutions as a

whole is an important predictor of distance student retention. In their analysis of barriers

to distance education, Muilenburg and Burge (2001) found that five of ten factors,

including access and student services, were related to institutional supports. When these

factors were considered to be unsatisfactory or insufficient, they were identified as

significant challenges to students as they sought to complete their courses.

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Document Analysis

University documents were used to determine common points in the program
when student retention decreased. Attrition was found to generally occur during the
second term of the program, when more leaves of absence were observed following the
statistics course. Administrators also felt that some students might have taken a leave due
to difficulties in their adjustment to being back in school given how close it was to the
program start.
Of the inaugural student cohort, 38% had completed their degrees as of May
2017. As of December 2017, 58% of the students had completed their degrees. Some
students are still in progress (31%), and 12 have withdrawn from the program (11%).
Chapter Four included a discussion of the results and findings for this study,
organized by knowledge, motivation, and organizational influences (Clark & Estes,
2008). Surveys, interviews, and document analysis were the methods utilized for data
collection. Chapter Five will present recommendations for solutions to address these
findings and improve the experience for distance students at MU.

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CHAPTER FIVE: RECOMMENDATIONS

The purpose of this study was to evaluate the factors related to achieving the

stakeholders’ goal of 85% completion for the first student cohort. In Chapter Four, the

assumed influences were explored through an examination of qualitative and quantitative

data. Challenges were identified related to stakeholders’ knowledge, motivation, and

organizational influences. The results in the previous chapter demonstrated the

consistencies found among the research participants. These findings illustrate the

reflections of distance students, and were used to inform recommendations for practice.

This chapter will address the study’s final research question: What are the

recommendations for organizational practice in the areas of knowledge, motivation, and

organizational resources? Similar to the previous chapters, recommendations will be

organized categorically by these influences. While the recommendations presented are

supported by the educational psychology literature, it is important to note that they are

specific to the environment of MU.

Knowledge Recommendations
As discussed in Chapter Two, knowledge is classified into four types: factual,
conceptual, procedural, and metacognitive. While varied, all of these types have been
shown to significantly contribute to the learning process. Factual knowledge is defined as
the basic elements that must be known to understand a discipline or to solve the problems
within it. Conceptual knowledge is described as the relationships that exist between
various elements that allow them to function with one another. Procedural knowledge is
the understanding of how to complete a task. Metacognitive knowledge is defined by the
knowledge and awareness regarding one’s own cognition. The knowledge types are
COMPLETION IN ONLINE LEARNING 72
relevant to the skills and proficiencies necessary to achieve the completion goal that has
been established by MU.
The data collected in this study through survey and interview methods reflected

the perspectives of students that were related to the knowledge factors relevant to

achieving the stakeholders’ completion goal. These recommendations are based on the

identified knowledge influences, the literature review, and the work of Clark and Estes

(2008).

Declarative Knowledge Solutions: Increasing Students’ Understanding of

Requirements

Declarative knowledge can be factual, including the basic elements that students

must know (Krathwohl, 2002). To reach program completion, students need to know

what is expected of them. The survey results found that 22% of the students surveyed

reported only having somewhat of an understanding of the program requirements. This

finding reflects the confusion that often occurs in online learning programs, which has

found that due to a variety of academic tracks which are available to students, a lack of

commitment to a designated curriculum regimen may lead to confusion (Davidson,

Metzger, & Lindgren, 2011). Without guidance, students often struggle to successfully

complete their degrees.

Recommendation 1: Offer a comprehensive handbook and presentation

detailing program requirements. To increase students’ understanding, MU may wish to

consider providing them with a handbook detailing the program requirements. The

handbook would be integrated into the mandatory orientation course in the LMS. It

would also be sent via e-mail prior to the first immersion program on campus, and a

COMPLETION IN ONLINE LEARNING 73
hardcopy could be provided to students during the immersion program. At the immersion,

students would be required to sign a document acknowledging that they have read the

handbook and understand the requirements that the program entails.

Additionally, MU may wish to consider conducting a presentation outlining the

program requirements. It would be offered during the first immersion program. The

presentation would allow students to have their questions answered prior to beginning

their coursework.

Procedural Knowledge Solutions: Increasing Students’ Use of Support Services

Procedural knowledge is knowing how to do something (Krathwohl, 2002).

The first procedural knowledge recommendation is for students to be provided with

training at the beginning of the program regarding how to access support services.

These would include which academic resources, including tutoring, as well as which

program staff to contact should a problem arise. Making a variety of institutional support

resources available to students and providing information about how to utilize them has

been shown to improve retention rates in online courses (Lee & Choi, 2011).

Schwitzer, Ancis, and Brown (2001) found that engaging and interactive student
services were critical factors for satisfaction in the online environment. Diaz and Cartnal
(2006) found that the quality of support provided by staff and institutions as a whole is an
important predictor of distance student retention. Mayer (2011) recommends presenting
information in manageable parts. By providing information about how to access
resources early in the program, students will better understand the support systems that
are available and how to use them.
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These methods would be integrated into the on-campus immersion that students
attend at the beginning of the program. Information regarding how to access support
resources would be listed in the handbook that students receive prior to the first
immersion program. In it, advising services would also be clearly outlined, including the
sessions that are available to students as well as the contact information of their advisors.
Recommendation 2: Design customized program plans for each student. The
second recommendation MU may wish to consider is to design customized program plans
that are specific to each student. At the immersion, students would be required to attend a
one-on-one session with their academic advisors. During each session, the advisor would
fill out a curriculum sheet while speaking with the student. Advisors would design a
customized program plan for each of their advisees. These plans would be referenced
during advising sessions throughout the program to track student progress.
Motivation Solutions: Students’ Beliefs in Their Own Abilities and in the Usefulness
of the Degree
Rueda (2011) describes successful students as those who are able to perform in a
self-regulated manner. Students who succeed in the online learning environment are
organized, task-oriented, self-motivated, and able to both achieve the curricular goals and
program requirements (Hale, 2007). Goals both direct and motivate students (Pintrich,
2003). Students will be encouraged to set specific goals (Dembo & Eaton, 2000) and
measurable performance goals (Clark & Estes, 2003). To increase the success of students
in the program, goal-setting will be encouraged.
Recommendation 3: Guide students through goal-generating exercises. The
recommendation that MU may wish to consider is to engage students in goal-generating
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activities. These exercises would be used by advisors to encourage students to reflect on
their progress during check-in sessions each semester. At the beginning of the program,
students would be encouraged to set academic and personal goals for themselves.
Advisors would use these goals as a reference point during their check-in and advising
sessions with each student throughout the program. Students often lack confidence in
their ability to complete the program requirements. Self-regulatory strategies, including
goal-setting, enhance learning and performance (Dembo & Eaton, 2000; Denler et al.,
2009). Additionally, learning and motivation are enhanced when learners have positive
expectancies for success (Pajares, 2006).
Recommendation 4: Provide students with self-assessments. To increase
student success in the online learning environment, MU may wish to consider guiding
students through self-assessments as part of the advising process. In recent years, the
increasing popularity of readiness assessments illustrates the need for both students and
universities to evaluate preparation for the online environment (Farid, 2014). These
assessments are used to evaluate attributes associated with online success (Harrell, 2008).
The use of assessments will give students opportunities to monitor their own self-
regulated learning and behaviors, and will help advisors better support their advisees.
These can serve as a point of reference during advising sessions throughout the
program.

Utility Value Solutions: Students’ Belief That Their Degrees Are Useful

Utility value theory is described as how well a task fits into an individual’s future

plans and goals (Eccles, 2009). Adult learners have been shown to commit to learning

when they consider the goals and objectives to be relevant, important, and realistic to

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both their personal and professional needs (Schmidt & Gallegos, 2001). It is important to

consider this when designing academic content.

Recommendation 5: Increase 20% more professionally-relevant course

content. The fourth recommendation that MU may wish to consider is for the program

curriculum to integrate an increased amount of content that is focused on the relevance of

the unit being studied. Merrill (2002) found that learning is promoted when the learner

activates existing knowledge. Clark, Yates, Early, and Moulton (2008) discuss that most

psychologists view learning as a process whereby new knowledge is constructed by

adding to what is already known about a topic. Exercises at the beginning of each weekly

module would encourage students to relate the course content to their prior professional

experiences. During the live sessions each week, professors would promote discussion

that encourages students to share the connections they made. This is important because

the data reflected that only 28% of students found the coursework to be completely

relevant.

To increase student awareness regarding the utility value of the degree, advisors

would lead students through reflection exercises that would allow them to consider the

relevance of their coursework to their current practice. Adult learners have been shown to

commit to learning when they consider the goals and objectives to be relevant, important,

and realistic to both their personal and professional needs (Schmidt & Gallegos, 2001).

The relevance of a course to a student’s career aspirations has been found to significantly

impact the decision to drop out or continue enrollment in online courses (Perry, Boman,

Care, Edwards, & Park, 2008). Several studies have found a significant correlation

between student motivation and the ability to successfully complete individual online

COMPLETION IN ONLINE LEARNING 77
courses as well as their retention in online programs (Castles, 2004; Chyung, 2001;

Ivankova & Stick, 2007; Osborn, 2001)

Providing students with opportunities to engage in reflection exercises is

important because students who have had previous experience relating to the contents of

an online course they are enrolled in have been found to be more likely to successfully

complete it (Lee & Choi, 2011). Similarly, the relevance of a course to a student’s career

aspirations has been found to significantly impact a student’s decision to drop out or

continue their enrollment in online courses (Perry et al., 2008). By providing a number of

opportunities for students to be able to reflect upon the material they are learning and its

relevance, they will be more likely to be retained in the program.

Organization Solutions: Provide Students 25% More Resources
Clark and Estes (2008) suggest that organization and stakeholder goals are often
not achieved due to a lack of resources, most often time and money, as well as those that
are not aligned with the organization’s mission and goals. Online programs often lack
student resources. Clark and Estes (2008) discuss the key role that resources play in
supporting organizational goals. Rueda (2011) states that allotting resources to meet
educational goals can improve student performance. To increase the success of students
in this environment, MU may wish to consider providing them with resources that are
tailored to meet their unique needs, such as access to a mentorship program and a
student-led advisory board.
Offering resources to students in the online environment is important for a
number of reasons. Making a variety of institutional support resources available has been
shown to increase student retention rates in online courses (Lee & Choi, 2011). In their
COMPLETION IN ONLINE LEARNING 78
analysis of barriers to online education, Muilenburg and Burge (2001) found that five of
ten factors, including access and student services, were related to institutional supports.
When these factors were considered to be unsatisfactory or insufficient, they were
identified as significant challenges to students as they sought to complete their courses.
Resources play a key role in supporting students in the online environment.
Recommendation 6: Provide comprehensive networking resources. Making a
variety of institutional support resources available to students and providing information
about how to utilize them has been shown to improve retention rates in online courses
(Lee & Choi, 2011). Schwitzer, Ancis, and Brown (2001) found that engaging and
interactive student services were critical factors for satisfaction in the online
environment. Diaz and Cartnal (2006) found that the quality of support provided by staff
and institutions as a whole is an important predictor of online student retention.
Offering these services to students would increase student engagement in the
online environment. The recommendation is for the program to consider more
comprehensive networking resources. Among the interviewed group, these opportunities
were found to be especially significant. Resources would include an MBA student and
alumni directory, a job board, a career-oriented listserv, and networking events which
would be held on the LMS.
Recommendation 7: Offer a mentorship program. MU may wish to consider
providing students with mentorship opportunities. Students would have the opportunity to
fill out an application that includes their current roles and professional interests. Program
staff would then match each participant with an older student or recent alum of the MBA
program who had expressed interest in taking on a mentorship role.
COMPLETION IN ONLINE LEARNING 79
Ginn and Hammond (2012) state the importance of engagement in online learning
environments and discuss the need for institutions to provide a variety of support services
to students as they progress through their educational programs. Participating in
mentorship opportunities will improve students’ level of connection to the program as
they build relationships both within and outside of the university community. The
mentorship program will provide students with increased networking and professional
opportunities.
Recommendation 8: Provide resources for a student advisory board. MU may
wish to consider providing resources for an advisory board composed of students.
Ensuring that each student cohort is represented will help them feel that they have a
voice. It will also allow the program to gather feedback more regularly.
Rumble (2000) determined that contact between students and the institution is

beneficial. By encouraging students to participate in a more open, ongoing dialogue with

the administration, they will feel that they have an important role as members of the

university community. They will have the opportunity to shape the student experience for

those entering the program after them.

Strengths and Weaknesses of the Approach
One of the primary strengths of this study was the mixed methods design. The

application of both qualitative and quantitative methods allowed for triangulation of data,

in which the various sources serve as a check of each other (Maxwell, 2013). The

quantitative method of surveying was used to allow students to offer their perspectives in

an anonymous forum. The qualitative method of interviewing supplemented the survey

data that was gathered, allowing students to express themselves in a more open

COMPLETION IN ONLINE LEARNING 80
environment than what they were able to convey on the surveys. While survey results

granted students an initial opportunity to begin to reflect on the knowledge, motivation,

and organizational factors that impacted them throughout the program, interviews

allowed them to discuss their unique backgrounds and experiences as graduate students.

While the survey findings built a foundation regarding student influences, the interview

results provided the information necessary to better understand these impacts in much

greater depth. It is important to note that only students who completed the survey were

eligible to participate in the interview process, ensuring that no new participants entered

the study at a later point.

Clark and Estes (2008) was used to assess the gaps that exist within the

organization and develop a model for evaluation. This framework allows for an

examination of knowledge, motivation, and organizational influences. While the survey

and interview methods used in this case study gave research participants opportunities to

share their individual ideas and experiences, the framework helps to provide a better

understanding of the broader influences that could impact student completion. The

comprehensive findings revealed by this study might result in more complex solutions

due to the application of the framework.

While this framework provides a fuller picture of the influences that contribute to

student completion, it also limits the lens that was used. The study did not focus on the

examination of factors that were not directly related to knowledge, motivation, and

organizational influences. It is valuable to consider this particular approach and how it

both enhanced and limited the scope of this study. Generalizations from this evaluation

should be made with the understanding of its strengths, weaknesses, and the specific

COMPLETION IN ONLINE LEARNING 81
context.

Implications for Practice
Online degree programs, like the MBA program offered at MU, are increasing in
popularity. These programs offer students the opportunity to obtain degrees from
nationally recognized universities, while still affording them the flexibility to complete
their graduate degrees without relocating or rearranging their professional and personal
commitments to be able to attend classes at brick and mortar campuses. While the
number of online learning offerings continues to increase, student attrition remains a
significant issue (Carr, 2000; O'Brien, 2002). The findings of this study indicate the
complexity and scope of the various factors that influence this problem. Knowledge,
motivation, and organizational factors all significantly impact student completion.
While this was the first cohort of the MBA program at MU, the factors described
by students regarding what impacted their experience echoed those previously identified
in the research. Access to resources, including institutional and student support, were
identified as playing an important role (Diaz & Cartnal, 2006). While participants
generally had positive feelings about the program overall, it is important to note that there
were many factors that they felt significantly impacted their time as a student. While this
study was completed in the context of the MU MBA program, the findings may also have
implications for other online graduate programs. This research can not only serve as a
guide for MU’s future efforts to increase student completion, but also as a framework for
other universities who seek to improve their strategies to support distance students.

COMPLETION IN ONLINE LEARNING 82
Further Research
The retention of students in the online learning environment remains one of the
most complex, pressing issues in higher education today. As institutions seek to increase
the number of courses offered online, there will be a continued need for a better
understanding of this problem as well as the types of innovative solutions that can be
applied. This study was designed using the Clark and Estes (2008) framework to
understand the experience of a select group of students in the context of retention
research and make recommendations for improved organizational performance.
To focus this study, a particular stakeholder group was identified. Future research
could be conducted utilizing a regional or national sample to explore common themes
across a broader sample of online students. Due to the case study design of this research,
larger studies could yield results that are more generalizable. Limitations involving time
and resources resulted in specific goals being set by the researcher in accordance with the
program. In future research, students could be consulted directly to help inform
performance goals. This would allow for more collaborative, student-centered goals to be
established.
Conclusion
Institutions of higher education continue to expand the number of online courses
offered, yet the completion rates of students in this learning environment remains a
concern. Preventing attrition in these courses will be of paramount importance to ensure
that institutions are able to continue to increase these learning opportunities. This study
sought to evaluate the experiences and retention risks of online students and to address
COMPLETION IN ONLINE LEARNING 83
the knowledge, motivation, and organizational influences that impact this organizational
context.
Results and findings indicate that institutional support plays an important role in
the student experience. Participants noted their experiences when they sought assistance
from program staff members. It is important to recognize the role that they played in the
overall student experience. Both positive and negative experiences were described,
indicating the significance of these interactions and their impact on students’ feelings of
connection with the university.
Recommendations for practice for increasing the completion rates of distance
students include a combination of strategies and resources that will prepare them to
succeed within this unique environment. As the academic landscape continues to evolve
in the future, institutions of higher education will have the opportunity to evaluate the
experiences of the distance students enrolled and make efforts to implement resources
which could prevent attrition. These efforts will provide the necessary support networks
to enhance student outcomes and institutional effectiveness.

COMPLETION IN ONLINE LEARNING 84
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APPENDIX A
Survey Protocol
The findings of this survey will be used to provide aggregated anonymous
recommendations to the university about how best to support students enrolled in
this program. As a thank you for your participation, four participants will be
selected at random to receive $25 Amazon gift cards. Participation is entirely
voluntary. If you would like to participate, please take a few minutes to answer the
following survey about your experience in the MBA program.
Survey Items
1. (MOTIVATION – UTILITY) Which of the following factors motivated you to

enroll in this program? Please check all that apply.

a.) Networking with colleagues in a similar field
b.) Obtaining a promotion at my current job
c.) Being more desirable in the job market
d.) Increasing my financial prospects
e.) Pursuing my interests in greater depth
f.) Academic recognition
g.) Other: ___________

2. (MOTIVATION – UTILITY) In which of the following ways did your employer

impact your decision to enroll? Please check all that apply.

a.) Financial support
b.) Encouragement to pursue this degree from a supervisor/executive leadership
c.) Pursuit or completion of a similar degree by colleague(s)
d.) Other:

3. (MOTIVATION – UTILITY) To what extent do you feel you understood the

expectations (program requirements, time commitment) of this program before

you started?

Not at All
COMPLETION IN ONLINE LEARNING 94
Somewhat
Mostly
Completely

4. (KNOWLEDGE - DECLARATIVE) How relevant do you feel the coursework

has been to your career interests?

Not at All
Somewhat
Mostly
Completely

5. (ORGANIZATION – CULTURAL SETTING) How well do you feel supported

by the staff in the program?

Extremely unsupported
Mostly unsupported
Somewhat unsupported
Neutral
Somewhat supported
Mostly supported
Extremely supported

6. (ORGANIZATION – CULTURAL SETTING) How accessible do you feel your

professors are if you have a question or concern?

Never
Sometimes
About half the time
Most of the time
Always

7. (ORGANIZATION – CULTURAL SETTING) How would you rate your

experience as a student in this program?

Extremely negative
Moderately negative
Slightly negative
Neither negative nor positive
Slightly positive
Moderately positive
Extremely positive
COMPLETION IN ONLINE LEARNING 95

8. (ORGANIZATION – CULTURAL SETTING) How likely are you to recommend
this program to a prospective student?

Extremely unlikely
Moderately unlikely
Slightly unlikely
Neither unlikely or likely
Slightly likely
Moderately likely
Extremely likely

9. (MOTIVATION – SELF-EFFICACY) Have you taken time off from your studies

or withdrawn from the program completely?

I have taken a leave of absence or not registered for classes in at least one
semester
I have withdrawn
No, I have not taken time off from the program

10. (MOTIVATION – SELF-EFFICACY) Which of the following factors do you feel

impacted that decision?

Time
Finances
Family commitments
Professional commitments
Dissatisfaction with classes
Difficulty of a class/classes
Dissatisfaction with the faculty
Dissatisfaction with the program
Other:

11. (DEMOGRAPHIC) In which area is your current job?

Private sector
Public sector
Other

12. (DEMOGRAPHIC) What is your source of financing this program? Please circle
all that apply.

Loan
Scholarship
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Self-financed
Family
Military/veteran benefits
Employer
Other _______

13. (DEMOGRAPHIC) What is the highest degree or level of school you have
completed prior to enrollment in this program?

Bachelor’s degree
Master’s degree
Doctoral degree

14. (DEMOGRAPHIC) What is your gender?

Male
Female

15. (DEMOGRAPHIC) What is your age?

20-30
30-40
40-50
50-60
Over 60

16. (DEMOGRAPHIC) Race/Ethnicity:

Hispanic or Latino
Native American
Asian or Pacific Islander
Black or African American
Caucasian
Other

17. (DEMOGRAPHIC) Marital Status:

Single
In a Relationship
Married
Widowed
Divorced
Separated

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18. (DEMOGRAPHIC) How many children under the age of 18 are currently living
in your household?
None
1
2
3
4
Other:

19. Please include any additional information or feedback you would like to provide.

20. If you would like to participate in a phone interview, please include your e-mail

address here. Interview findings will be aggregated and anonymous.

21. If you would like to participate in the Amazon gift card drawing, please include

your e-mail address here.

Thank you very much for your participation. You will be contacted via e-mail if you

are selected as an interview and/or a recipient of a gift card.

COMPLETION IN ONLINE LEARNING 98
APPENDIX B
Interview Protocol
The researcher will pose the following questions to the survey respondents who
agree to participate in the interview process. The researcher will ask predetermined
questions but will use a semi-structured approach to allow for follow up on the
respondents’ answers. Before the interview questions are asked, the following
introduction will be given:
“Thank you for joining me today. During this time, I will be asking you a few

questions regarding your experiences as a graduate student enrolled in an online program.

I am interested in understanding the types of support networks and resources that have

been helpful to you as you have progressed through your program.

The purpose of this research is to examine what makes students successful as they

study online. I appreciate your participation today. If at any time you do not feel

comfortable answering a question or wish to withdraw from this study, please let me

know. I wanted to remind you that this conversation will be audio recorded. This

recording will not be made available to the university. As stated previously, your name

will be removed from the study and pseudonyms will be used, both for you as a

participant and for the university itself. I will also give you the chance to review the

transcript from this conversation. If you do not wish for this conversation to be taped,

please let me know at this time and I will take notes. Do you have any questions before

we start?”

(MOTIVATION - UTILITY) First, I’d like to ask you a few questions regarding

your decision to enroll in an MBA program.

COMPLETION IN ONLINE LEARNING 99
1.) Why did you decide to pursue your MBA?

2.) How did you decide to attend this program?

3.) What factors do you feel have motivated you to complete this degree?

(MOTIVATION – SELF-EFFICACY) Now, I’d like to ask you about the

challenges you have faced as an online student.

4.) What do you feel has been the most difficult aspect of the online MBA program?

5.) What has been your most challenging experience in relation to completion of this

degree?

(MOTIVATION, ORGANIZATION – CULTURAL SETTING)

Next, I’d like to ask you about university resources.

6.) Do you feel that the program requirements have been clearly communicated?

7.) If you have a question or concern regarding the program, who do you contact?

8.) Can you describe a difficult experience you had during this program and who

you turned to?

(ORGANIZATION – CULTURAL SETTING, MOTIVATION – SELF-EFFICACY)

Finally, I would like to ask you about your support networks in relation to the

program.

9.) Who gives you support in relation to your program?

10.) For students who seemed to struggle to continue their enrollment in the

program, what specific factors do you think played a role?

11.) Do you feel the university has supported you as a student?

12.) What resources do you feel the university provided to help you be

successful as a student?

COMPLETION IN ONLINE LEARNING 100
13.) What additional university resources do you feel would have been helpful

to you as you pursued this degree that you did not have access to?

14.) Within the university, who do you feel has been the most supportive

person for you during this program?

15.) As we conclude this interview, is there anything you would recommend

to the university to better support the students enrolled in this program in

the future?

Interview Conclusion

After the interview is complete, the following statement will be given:

"Thank you for your time today. I truly appreciate it. As a reminder, your responses will

be aggregated and anonymous in the feedback I give the university. I will be following up

with the transcription of our conversation. Please contact me if you would like to discuss

your remarks further.”

COMPLETION IN ONLINE LEARNING 101
APPENDIX C

Information Sheet

University of Southern California
Rossier School of Education
3470 Trousdale Parkway
Los Angeles, CA 90089

INFORMATION SHEET FOR EXEMPT NON-MEDICAL RESEARCH

Completion Rates in Online Learning: Graduate Students’ Perspectives

You are invited to participate in a research study. Research studies include only people
who voluntarily choose to take part. This document explains information about this study.
You may ask questions about anything that is unclear to you.

PURPOSE OF THE STUDY
The purpose of this research study is to gather information regarding your experience as a
student in an online learning environment to improve program retention.

PARTICIPANT INVOLVEMENT
There are no risks associated with participation in this study. Benefits include the
opportunity to share your perspective for the betterment of the program. If you agree to
participate in the study, you will be asked to fill out a brief online survey estimated to
take less than 10 minutes. You do not have to answer any questions you do not wish to.
Survey respondents will also be invited to participate in individual interviews. You may
submit the survey without participating in the interview question. Guiding questions will
be asked but the interview will be conversational, and follow-up questions may also be
asked. The interview will be audio recorded. You do not have to answer any questions
you do not wish to. If you do not wish to be audio recorded, the researcher will take notes
on the conversation.

PAYMENT/COMPENSATION FOR PARTICIPATION
You will be entered into a drawing to receive a $25 Amazon gift card. Four participants
will receive a gift card. The drawing will be held at the end of the study and the winners
will be notified via e-mail.

ALTERNATIVES TO PARTICIPATION
Your alternative is not to participate. Your relationship with the program will not be
affected whether or not you choose to participate in this study. You may withdraw from
participation in the study at any time without penalty.

CONFIDENTIALITY
You will not be asked to identify yourself in the online survey. Therefore, your responses
will be anonymous to the principal investigator. Survey data will be collected through
COMPLETION IN ONLINE LEARNING 102
Qualtrics.com using an account which is only accessible to the principal investigator.
Once data is retrieved and stored on the principal investigator's personal computer, the
online survey and responses stored online will be held on this computer only and will not
be distributed to the program. Interview audio recordings will be obtained using the
online classroom of the principal investigator. Access to these recordings will only be
available to the principal investigator. The audio recordings will be destroyed once the
recording has been fully transcribed and stored in the principal investigator's personal
computer for analysis. The personal computer on which the anonymous survey results
and interview transcription will be stored for analysis is password protected and the
password is known only to the principal investigator. During interview transcription, any
personally identifying information regarding participants will be omitted and replaced
with pseudonyms to protect the identity of participants. The transcription will be kept for
use throughout the course of analysis and indefinitely thereafter stored on the password
protected computer of the principal investigator.

The principal researcher and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors
research studies to protect the rights and welfare of research subjects.

When the results of the research are published or discussed in conferences, no identifiable
information will be used.

INVESTIGATOR CONTACT INFORMATION
If you have any questions or concerns about this study, please contact the following
individuals:
Principal Investigator:
Jodi Tirengel, Doctoral Candidate
Rossier School of Education, University of Southern California
tirengel@usc.edu
Faculty Chair:
Dr. Helena Seli
helena.seli@usc.edu
IRB CONTACT INFORMATION
University Park Institutional Review Board (UPIRB)
3720 South Flower Street #301, Los Angeles, CA 90089-0702
http://upirb@usc.edu

Asset Metadata

Creator Tirengel, Jodi Holly (author)

Core Title Completion in online learning: graduate students' perspectives

Contributor Electronically uploaded by the author (provenance)

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 03/19/2018

Defense Date 12/19/2017

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag completion,Distance education,Graduation,OAI-PMH Harvest,online graduate programs,online learning,retention

Language English

Advisor Seli, Helena (committee chair), Datta, Monique (committee member), Harter, Donald (committee member)

Creator Email jhtirengel@gmail.com,tirengel@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-486564

Unique identifier UC11268104

Identifier etd-TirengelJo-6122.pdf (filename),usctheses-c40-486564 (legacy record id)

Legacy Identifier etd-TirengelJo-6122.pdf

Dmrecord 486564

Document Type Dissertation

Rights Tirengel, Jodi Holly

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Abstract (if available)

Abstract This study uses the Clark and Estes gap analysis framework to examine completion rates in online learning. The purpose of this project was to identify the knowledge, motivation, and organizational barriers influencing the first cohort of an online MBA program at a prestigious university. The results and recommendations from this study provide a model for the development of practices that can be implemented within universities seeking to increase student completion rates. The study design used a combination of a literature review, surveys, interviews, and document analysis to evaluate current practices. This study identified a number of needs related to knowledge, motivation, and organizational influences. Recommendations for addressing these issues are presented.