TDNet Discover

The purpose of this phenomenological study is to investigate the retention issues and the unique challenges that first-year students face at South College. For the utility of this study, the unique challenges that first-year students face will generally be defined as retention barriers. The theory guiding this study is Piaget’s Constructivism Learning Theory as it is grounded in the notion that knowledge is constructed by students through individualized experiences, building upon information that students already know, and is a meaning-making process. As online education continues to grow, understanding the factors that influence student persistence in foundational coursework has become increasingly critical. A mixed-methods approach will be employed to provide a comprehensive analysis of student retention patterns. The setting is the South College online modality. Quantitative data will be drawn from institutional reports and will be analyzed using descriptive and comparative techniques to identify significant patterns and trends. Qualitative data will be gathered from student surveys and Student Success Advisor interviews, and thematic analysis will be used to interpret the participants’ experiences, perceptions, and challenges related to engagement, support, and course design. By integrating quantitative trends and qualitative insight, this study aims to illuminate the underlying factors contributing to student retention issues and persistence in online general education courses. The findings are intended to inform institutional strategies, instructional practices, and student support services that will enhance engagement and improve retention outcomes for first-year, online learners.