Understanding Persistence in an Online Master's Degree Program: A Single Case Study of Learners and Faculty

Persistence in online learning experiences has been identified as chronically lower than in face-to-face learning, but a comprehensive understanding of this phenomenon has proven elusive. Numerous interventions have been implemented to counter the challenges of learning online. But the unique nature of each learner's circumstances, coupled with how each perceives and manages conflicting responsibilities, has proven unpredictable. As online learning opportunities continue to expand, a better understanding of how learners and faculty perceive persistence is needed to foster this continued growth, and was the objective of this study. This single case study consisted of interviews of eight online master's degree students and six online faculty members from the same program related to their perceptions of persistence. Interviews were completed initially with the students and were triangulated with faculty interview responses and a review of program-related documents. The results provided insights as to how participants viewed persistence in the online classroom and how each participant experienced and managed persistence. Themes emerged related to common characteristics of persistent learners, practices of superior online faculty and staff, online classroom design techniques and practices, and online student support strategies. The results suggest that persistence in the OLE can be attained with structured policies infused with flexibility, open communication, and diligence on the part of all stakeholders. Additional research is recommended related to optimizing this learning environment; similar studies with different groups of learners, and quantitative studies relating various learner characteristics to persistence outcomes.