Murray State Theses and Dissertations

Abstract

Online education has expanded access to postsecondary education learning opportunities, yet attrition rates remain disproportionately high compared to traditional, in-person education. This phenomenological study explores the lived experiences of seven students who did not persist in their online education at a postsecondary institution, with the goal of identifying barriers to retention and potential strategies for improvement. The study applies Expectancy-Value Theory as a theoretical framework, examining how students’ expectancy beliefs, perceived task value, and perceived costs influenced their motivation and lack of persistence in online learning environments. Using qualitative data collection methods, including questionnaires and in-depth interviews, this study identifies key factors contributing to attrition, including self-directed learning challenges, lack of academic and social connection, declining motivation over time, financial burdens, and emotional stress. The findings suggest that students who lack structured support systems and engagement from faculty often struggle with unclear expectations and reduced motivation, leading to disengagement. Additionally, students who do not perceive their coursework as relevant to their professional goals are more likely to discontinue their education. The study was conducted through the P-20 context. The findings contribute to the broader discussion on improving online retention in postsecondary education.

Year manuscript completed

2025

Year degree awarded

2025

Author's Keywords

P-20, online education, student attrition, Expectancy-Value Theory, academic motivation, faculty engagement, student persistence, self-directed learning

Degree Awarded

Doctor of Education

Department

Educational Studies, Leadership and Counseling

College/School

College of Education & Human Services

Dissertation Committee Chair

Johnathan Parrent

Committee Member

Ben Littlepage

Committee Member

Jessica Pryor

Document Type

Dissertation

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