Barriers and Persistence Strategies of Online Master's Students

Abstract

The purpose of this study was to examine the experiences of students who enrolled in one of several, newly established online masters and online graduate certificate programs in the School of Education at the University of Kansas. Ten students who finished their online- graduated degrees (Completers) and three students who started but discontinued their programs (Non-completers) were asked to describe the barriers they faced and the strategies they utilized while striving for completion in their academic program. Consistent with online-persistence literature, Completers and Non-Completers reported technology skills, competing work commitments, or personal/health circumstances were barriers to persistence reported with frequency. Program pace, a barrier that describes the intensity of program expectations, emerged as a barrier unique to the experiences of Completers at KU. Non-completers reported unexpected circumstances and program dissatisfaction contributed to their withdrawal. Completers and Non- Completers reported the use of persistence strategies that helped them a) manage time, b) maintain relationships, and c) monitor their own progress.