How Presence in Online Courses Support Students' Persistence

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Brief Abstract

The qualitative research I conducted was focused on how presence in online courses support students' persistence. I discovered seven themes including faculty support, faculty communication, course expectations/student expectations, social connections, student collaboration, student initiative, and making learning connections. This research is valuable to higher education faculty members and administration.

Presenters

Lead Presenter: Kelly Isom Ed.D., Community Portal Self Registration Account

A dedicated educational leader with 14 years of experience in public education and higher education. Skilled at teaching students in various grades to ensure the best instruction and guidance possible for achieving academic success. Knowledge of education policies and curriculum standards can be used to evaluate progress and adjust teaching methods so growth opportunities are given to students in a nurturing environment. Also experienced with integrating emerging technologies into classrooms to facilitate hybrid and distance learning.

Extended Abstract

The purpose of this qualitative descriptive study was to understand how online undergraduate students enrolled in a 300-level business course and online faculty members in the College of Business describe presence components in online courses that support students’ persistence at one higher education institution in Colorado. This study’s sample for this study consisted of 12 students and 12 faculty members at an accredited higher education institution in Colorado. The conceptual model that guided this study was the community of inquiry model. The research questions that guided this study included how online undergraduate students enrolled in a 300-level business course and online faculty members in the College of Business describe teacher, social, and cognitive presence components in online courses that support students’ persistence. The researcher conducted 12 in-depth interviews with students and 10 in-depth interviews with faculty. After analyzing the interviews, the researcher conducted separate focus groups with 10 students and 12 faculty about the initial themes drawn from the interviews. Braun and Clarke’s method was used for thematic analysis. The researcher used hand-coding and MAXQDA qualitative data analysis software to identify recurrent words in the transcripts, developed codes, categories, and themes. The researcher identified seven evident themes in this research study, including faculty support, faculty communication, course expectations/student expectations, social connections, student collaboration, student initiative, and making learning connections.