, TEXT A 2 Overcoming Challenges in Online Learning:
Retention Factors and Prime Persistence Practices. Author:
Amy Winger Online learning continues to grow and
evolve. In fact, in the fall of 2022, there were 18,580,026
adult learners participating in distance education (National
Center for Education Statistics 2022). Adult learners find it
desirable due to its variety, flexibility, and ease of access,
yet despite its popularity, retention rates of online
education are not comparable to traditional face-to-face
learning institutions (Akers, Carter, and Coder 2021, p. 1).
Three overall categories emerge as major contributing
reasons for lack of online persistence: student factors,
course or program factors, and environmental factors (Lee
and Choi 2011, p. 593). As instructors, we are somewhat
limited in influencing many factors that result in student
dropout rates. For instance, we have little control over the
backgrounds, psychological makeups, and skillsets
students bring to our classroom. Likewise, we are often
limited in adjusting curriculum outcomes, assessments,
and methodology, as many online programs are subject to
strict accreditation requirements; finally, we have little
control over the pressures our students face regarding
juggling their educational, personal, and professional
obligations. We, however, are in more powerful positions
to aid in student retention than we may realize. Pairing a
Retention Factors and Prime Persistence Practices. Author:
Amy Winger Online learning continues to grow and
evolve. In fact, in the fall of 2022, there were 18,580,026
adult learners participating in distance education (National
Center for Education Statistics 2022). Adult learners find it
desirable due to its variety, flexibility, and ease of access,
yet despite its popularity, retention rates of online
education are not comparable to traditional face-to-face
learning institutions (Akers, Carter, and Coder 2021, p. 1).
Three overall categories emerge as major contributing
reasons for lack of online persistence: student factors,
course or program factors, and environmental factors (Lee
and Choi 2011, p. 593). As instructors, we are somewhat
limited in influencing many factors that result in student
dropout rates. For instance, we have little control over the
backgrounds, psychological makeups, and skillsets
students bring to our classroom. Likewise, we are often
limited in adjusting curriculum outcomes, assessments,
and methodology, as many online programs are subject to
strict accreditation requirements; finally, we have little
control over the pressures our students face regarding
juggling their educational, personal, and professional
obligations. We, however, are in more powerful positions
to aid in student retention than we may realize. Pairing a
