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Adult and Continuing Education Commons

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Graduate Theses and Dissertations

Student retention

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Full-Text Articles in Adult and Continuing Education

Doctoral Students' Experiences Of Community Of Practice In A Hybrid Cohort-Based Program: A Case Study, Celeste Avery May 2023

Doctoral Students' Experiences Of Community Of Practice In A Hybrid Cohort-Based Program: A Case Study, Celeste Avery

Graduate Theses and Dissertations

Graduate enrollment in the United States is increasing. With the advent of the cohort learning model and online delivery methods, adult learners now have greater access to higher education. The cohort learning model, which is based on elements of Community of Practice, has been shown to provide learners with a sense of community while also having a positive impact on retention. In a hybrid cohort-based learning model, many institutions provide the convenience of both online and face-to-face classes. Doctoral student attrition remains high, ranging from 40-50% across all programs, with rates as high as 70% in Education programs. The purpose …


Does Grit Matter? A Correlational Study Of The Relationship Between Grit-S Assessment Scores And Student Retention In Undergraduate Online Programs, Kay Best Murphy May 2019

Does Grit Matter? A Correlational Study Of The Relationship Between Grit-S Assessment Scores And Student Retention In Undergraduate Online Programs, Kay Best Murphy

Graduate Theses and Dissertations

Historically, colleges and universities have used intelligence-based admissions tests to select students who demonstrate the intelligence to succeed academically. These institutions also have employed strategies to help students stay in school and graduate. However, despite tests and support strategies, the National Center for Education Statistics in 2018 reported a six-year completion rate of about 60% of first-time, full-time bachelor’s degree-seeking students for the 2010 cohort, including both traditional and online students. One study shows retention in online classes can be 10% to 15% lower than in traditional face-to-face courses (Carr, 2000). Meanwhile, higher education institutions today face increasing pressure to …