LITERATURE REVIEW: RETENTION OF ADULT STUDENTS IN HIGHER EDUCATION 1

Literature Review: Adult Students in Higher Education

Amanda Sherman

Post University
LITERATURE REVIEW: RETENTION OF ADULT STUDENTS IN HIGHER EDUCATION 2

Introduction

In recent years the accessibility of distance learning programs has made completing a

degree a reality for many adults looking to further their education. Today, the public is exposed

to commercials and advertisements of all kinds depicting adults with busy work and life

schedules continuing their education and graduating from college. The reality of returning to

school can be a very different experience for some adult learners, and making it through many

years of class to their graduation date is something a great percentage will fall short of. The

purpose of this literature review is to identify the factors contributing to this phenomenon and

summarize what strategies have been presented to decrease drop-out rates.

Three themes emerged when compiling data on causes for adult attrition in distance

learning programs. Lack of time to devote to their education was stated in more than one study

as a factor in the students decision to leave school. Another reason for high drop-out rates was

insufficient institutional support. Meaning, support from professors, interaction with peers and

counseling services. Finally, the interaction within the very first course or first year of study

proved to be crucial in the students decision to either continue on with their education or to drop

their program. The students first impression of the difficulty of the program, interaction with

the professor and ability to manage multiple life roles all occur within that crucial first course.

Universities must be aware and provide an extra level of support and attention in order to impact

their retention rates.

Many universities struggle with implementing a strategic plan to engage students and

significantly lower their attrition rates. The following will synapse the strategies covered based

on empirical data gathered from case studies and questionnaires. The results will address the

three basic themes contributing to high attrition rates for adults in higher education: emphasis on
LITERATURE REVIEW: RETENTION OF ADULT STUDENTS IN HIGHER EDUCATION 3

time management skills, support services at the university and high drop-out rate within the first

year of participation.
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Literature Review: Adult Students in Higher Education

Lack of Time

The issue of time management for adult learners was a reoccurring topic in the discussion

of reasons for attrition. In their study of adult retention issues Wlodkowski, Mauldin and

Campbell (2002) analyzed 134 surveys given to adult students from both Regis University in

Denver (an accelerated program) and University of Missouri at Kansas City (a traditional

university). The exit questionnaire collected information on demographic characteristics,

factors attributed to the students domain of influence such as academic, employment, financial

and personal circumstances, and factors attributed to the colleges domain of influence such as

instruction, student services and school environment (Wlodkowski, et. al., 2002, p5). The

results concluded that lack of time was the most prominent answer for why adult students left

both programs. The recommendation presented to address this issue was to create or expand

weekend course schedules. This recommendation is limited specifically students engaged in a

campus setting. But students in both and accelerated schedule and a traditional two semester

schedule cited time management as being a reason for their drop.

Nash (2005) conducted a survey of 478 students from Coastline Community College who

had dropped or dropped/failed their courses. The survey consisted of 13 multiple choice

questions, and to deepen the responses an open ended option was available as well (Nash, 2005).

The survey results showed that time management issues were the major reason they dropped or

failed a course. A breakdown shows that students who dropped their courses cited that they

tried to accomplish too much (Nash, 2005, p13). Recommendations to address the issue

include finding cost effective support services for non-traditional students and managing student
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expectations before enrollment (Nash, 2005). Transparency prior to enrollment about the log in

requirements and average hours devoted to class during the week may have a significant impact

on student retention.

In both research studies time management was cited as the leading reason why students

were unsuccessful in completion of their courses. While this factor is less in the control of the

University than some other reasons that attribute to student drop-out rates, it is clearly having a

large impact on students and universities that develop strategies to combat time management

issues may see an increase in retention. The recommendations stated of managing expectations

prior to enrollment and increasing flexibility of programs are two important starting points.

Institutional Support

A second theme emerged in regard to adult learners leaving their programs of study, this

being lack of institutional support. Resources being either unavailable or not easily accessed.

Park and Jun (2009) conducted a six-item survey with a five-point Likert scale of 147 adult

learners who either completed or dropped out of one of three online courses offered at a large

Midwestern University. Their findings suggested that learners are more likely to drop out of an

online course when they perceive that the organization does not support their learning (Park &

Jun, 2009, p8). There is no specific plan of action for what to do when a student feels

disenfranchised with the university, but Park & Jun also focused on family support and the

effects on drop-out rates. Students who felt that their families supported them in their education

were more likely to persist. One strategy is to inform the family at an early stage to the

advantages of the course, and in turn they will aid in motivating the student (Park & Jun, 2009).

This strategy views the student as a whole, involves their family and home life, engaging them in

more than just one area of their lives.

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A second study conducted by Aarreniemi-Jokipelto and Back (2014), had a much smaller

sample, conducting only 39 telephone interviews with students whom had dropped out of either

their Bachelors or Masters program. The results of the interviews showed that there were the

same reoccurring issues, time management, splitting work, family and school time, as well as life

changes, but there was also the addition of lack of guidance from faculty and staff. With the

inclusion of Masters level students, many expressed concerns related to their thesis. Along with

stating that the thesis was the reason for their withdrawal, there was a clear statement that a

guidance counselor would have helped them to continue on with the thesis (Aarreniemi-Jokipelto

& Back, 2014). Many students within distance learning programs do not know whether they

have a guidance counselor or not, what their name is, or how to contact them. As studies

become more difficult at a higher level of education it becomes even more critical that support is

given to students on a one-on-one basis.

To return to Wlodkowski, Mauldin, and Campbell (2002), their results stated that not

only time management was a cause for their departure from school, but also quality of advising,

quality of teaching and peer interaction (p. 10). All of these factors are support services that can

easily be adjusted by the university to encourage participation and retention. Recommendations

for increased support included a peer-support program, and making advising more

understandable and dependable (Wlodkowski et. al. 2002). The resources need to be not only

clear and easy to use, but available on a consistent basis for every student.

It is clear that students are asking for support in their studies, and students stated that they

not only wanted support from professors and counselors at their university, but also from peers

and family members. The university has the obligation to facilitate that interaction and build a
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support team for each student. With this team in place there is a much higher chance of

retaining a student.

First Year Departure

Studies have shown that the first year a student is enrolled in an online program is

critical to their success or failure. Yuen, Lee and Tsang (2011), conducted a series of interview

and surveys with 119 students at the Open University in the UK, whom had enrolled in their first

semester at the university, but had failed to enroll for further courses. The study states that if the

university can aid a failing student pass their first year of study there is a 50% increased chance

they will re-enroll (Yuen, et. al., 2011). Strategies stated to aid in student retention were

fostering time management and good learning skills, tutor support, an alert system to remind

students of their study schedules and counseling services (Yuen, et. al., 2011). The majority of

these support services were addressed in previous studies, however the addition of an alert

system to remind students of upcoming assignments or due dates could be extremely helpful for

students who are struggling to adjust to the added workload of schooling.

Chyung, Winiecki and Fenner (1998), conducted interview with students in Boise State

Universitys Masters distance education program. It was found that student satisfaction during

the first or second courses was the major factor that determined their decisions to continue or not

to continue to learn (Chyung, et. al., 1998, p.3). The university found that 44% of their distance

learning students had dropped out of the program by their third course (Chyung, et. al., 1998). In

order to correct this trend the university came up with a strategic plan which is outlined in Table

1. After implementing the changes in their strategic plan, Boise State University saw a decrease

in their drop-out rate to 22% (Chyung, et. al. 1998). The first year of distance learning can be

difficult, there are many students who expect online education to be similar to campus education,
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and others who dont know what to expect at all. That first year, and sometimes even just the

first course, is when a student decides if they will be able to maneuver the world of online

education, or if they dont believe it to be a good fit.

Conclusion

There have been few empirical studies into the reasons why adult distance learners withdraw

from their programs. But it is clear from the data presented that there are reoccurring themes that

can be addressed by institutions to decrease their drop-out rates and provide their students with

an overall more satisfactory experience. At the core of all the recommendations offered by

different authors/researchers the tone of the message is the same: personalized education,

supporting the student, making them feel valued and providing them with the skills to be self-

sufficient learners.
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References

Aarreniemi-Jokipelto, P., & Back, A. (2014). Exploring Opportunities to Boost Adult Students

Graduation - The Reasons behind the Delays and Drop-Outs of Graduation. International

Association For Development Of The Information Society.

Chyung, Y., Winiecki, D. J., & Fenner, J. A. (1998). A Case Study: Increase Enrollment

by Reducing Dropout Rates in Adult Distance Education.

K. S., Y., S. W., L, & EVA Y. M., T. (2011). Reasons for dropping out in distance

learning. International Journal Of Continuing Educaiton & Lifelong Learning, 3(2), 25-41.

Nash, R. D. (2005). Course completion rates among distance learners: Identifying

possible methods to improve retention. Online Journal of Distance Learning

Administration, 8(4), 1-26.

Park, J., & Jun, C. (2009). Factors Influencing Adult Learners Decision to Drop Out of

Persist in Online Learning. Journal of Educational Technology & Society, 12(4), 207-217.

Wlodkowski, R. J., Mauldin, J., & Campbell, S. (2002). Early Exit: Understanding Adult

Attrition in Accelerated and Traditional Postsecondary Programs. Synopsis: Higher Education

Research Highlights.
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Tables

Table 1

Strategic Plan Addressing Retention at Boise State University

To guide new distance students in learning how to use the learning tools effectively
To make the distance learning environment personalized and safe
To give learners clear expectations in terms of learning processes and outcomes
To design and deliver instruction based on ISD principles
To learn about individual learners as much as possible
To monitor individual learners performance to help learners self-monitor their own
performance
To provide individual learners with immediate, frequent and regular feedback to coach them
To coach them to increase new knowledge in the IPT field
To encourage high interactivity among participants
To help them develop self-regulated learning behaviors

(Chyung, et. al., 1998, p.4)