Retaining First-Year Nontraditional Online Higher Education Students: A Qualitative Exploratory Study

Danielle R. Kish*, University of Phoenix 
Chunfu J. Cheng, University of Phoenix 
Pamayla E. Darbyshire, University of Phoenix 
Louise Underdahl, University of Phoenix 
Nicole A. Gulley, University of Phoenix 
Jacquelyn H. Bradway, University of Phoenix

https://doi.org/10.9743/JEO.2026.23.3.7

Abstract

Research suggests that complex factors contribute to first-year student retention and successful degree completion in online higher educational institutions. The availability of support may develop students’ self-confidence, strengthen self-efficacy, promote self-directed learning, and improve performance and retention. This qualitative, exploratory case study explores how online higher education institutions may improve the retention of nontraditional online students. Since Tinto and Cullen’s (1973) model addressed the experiences of on-campus students, its applicability to the online environment is limited. The results have universality for the global community of online higher education institutions and may contribute to a comprehensive attrition model designed specifically for online learning.

Keywords: online higher education student retention, nontraditional online student success, qualitative method, student success, Tinto theory

*kishdanieller@gmail.com