DECREASING STUDENT WITHDRAWAL RATES IN ASYNCHRONOUS ONLINE COURSES

Abstract

This study examines the internal and external factors influencing student withdrawal from online, asynchronous courses at Nash Community College, specifically focusing on equity-related barriers, self-regulation issues, technology accessibility, and instructor interactions. It underscores the importance of inclusive, student-centered support that emphasizes technological assistance, self-regulation, emotional resilience, and culturally responsive teaching. Central to the study is the development and testing of the RESILIENT student support module, which has the potential to alleviate both academic and nonacademic barriers for online students. Guided by George Kuh's framework for student engagement, the study utilized a three-cycle action research process involving evaluation, intervention, and assessment. Findings show student satisfaction with course design, but persistent challenges with time management, addressing emotional issues, and social presence. The implementation of the RESILIENT module led to a 34.2% decrease in total withdrawals, highlighting the value of proactive, integrated support mechanisms. However, disaggregated results indicated unequal effects, revealing ongoing inequities among multi-racial female students and students in science courses. The implications suggest the need for ongoing, student-focused improvements. The study underscores the importance of evidence-based design principles in enhancing student persistence and institutional responsiveness in online learning.