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Cited by 222Online and Blended LearningEvasion and Academic Success FactorsHigher Education Research Studies

Factors Contributing to Student Retention in Online Learning and Recommended Strategies for Improvement: A Systematic Literature Review

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Salim Muljana, Pauline, Luo, Tian·2019·Journal of Information Technology Education: Research
DOI 10.28945/4182
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Abstract

Aim/Purpose: This systematic literature review investigates the underlying factors that influence the gap between the popularity of online learning and its completion rate. The review scope within this paper includes an observation of possible causal aspects within the non-ideal completion rates in online learning environments and an identification of recommended strategies to increase retention rates. Background: While online learning is increasingly popular, and the number of online students is steadily growing, student retention rates are significantly lower than those in the traditional environment. Despite the multitude of studies, many institutions are still searching for solutions for this matter. Methodology: A systematic literature review was conducted on 40 studies published between 2010 and 2018. We established a set of criteria to guide the selection of eligible articles including topic relevance (aligned with the research questions), empirical studies, and publication time frame. Further steps were performed through a major database searching, abstract screening, full-text analysis, and synthesis process. Contribution: This study adds to expanding literature regarding student retention and strategies in online learning environments within the higher education setting. Findings: Revealed factors include institutional support, the level difficulty of the programs, promotion of a sense of belonging, facilitation of learning, course design, student behavioral characteristics, and demographic variables along with other personal variables. The recommended strategies identified for improving student retention are early interventions, at-all-times supports for students, effective communication, support for faculty teaching online classes, high-quality instructional feedback and strategies, guidance to foster positive behavioral characteristics, and collaboration among stakeholders to support online students. Recommendations for Practitioners: Since factors within the open systems of online learning are interrelated, we recommend a collective effort from multiple stakeholders when addressing retention issues in online learning. Recommendation for Researchers: We recommend that fellow scholars consider focusing on each influential factor and recommendation in regard to student retention in online learning environments as synthesized in this study. Findings will further enrich the literature on student retention in online learning environments. Future Research: Future research may investigate various data-mining and analytics techniques pertaining to detection and prediction of at-risk students, the efficacy of student support and faculty support programs, and ways to encourage struggling students to adopt effective strategies that potentially engender positive learning behaviors.

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  1. Dillon, C. L., & Gunawardena, C. N. (1995). A framework for the evaluation of telecommunications-based distance education. In D. Sewart (Ed.), One world many voices: Quality in open and distance learning (pp. 348351). Birmingham, UK: Open University.
  2. Fredrickson, J. (2015). Online learning and student engagement : Assessing the impact of a collaborative. Academy of Educational Leadership Journal , 19 (3), 127-141.
  3. Hall, A. D., & Fagen, R. E. (1975). Definition of system. In B. D. Ruben, & J. Y. Kin (Eds.), General systems theory and human communication (pp. 52-65). Rochelle Park, NJ: Hayden Book Company, Inc.
  4. Hammond, D. E., & Shoemaker, C. (2014). Are there differences in academic and social integration of College of Agriculture Master's students in campus based, online and mixed programs? NACTA Journal , 58 (3), 180-188.
  5. Ice, P., Gibson, A. M., Boston, W., & Becher, D. (2011). An exploration of differences between community of inquiry indicators in low and high disenrollment online courses. Journal of Asynchronous Learning Network , 15 (2), 44-70.
  6. Richey, R. C., Klein, J. D., & Tracey, M. W. (2011). The instructional design knowledge base . New York, NY: Routledge.

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Authors
Salim Muljana, P., & Luo, T.
Affiliations
  • Old Dominion University
  • Old Dominion University (US)
ORCID
Luo, Tian
Venue
Journal of Information Technology Education: Research
Publisher
Informing Science Institute
Published
2019
Volume
18
Pages
019-057
ISSN
  • 1539-3585 (ISSN-L)
  • 1547-9714
DOI
10.28945/4182
OpenAlex
W2912223217
Semantic Scholar
771e5ab3698e4f9425443e979899a273f25ea1b4
Cited by
222
References
83
Citations by year
2026: 18 · 2025: 11 · 2024: 40 · 2023: 53 · 2022: 40 · 2021: 36 · 2020: 21 · 2019: 2 · 2016: 1
FWCI
7.08
Type
journal article
Language
en
Open access
Licence
Locations
  • Journal of Information Technology Education Research (publishedVersion, other-oa)
  • ODU Digital Commons (Old Dominion University) (submittedVersion, cc-by-nc)
Topics
  • Social Sciences › Education › Online and Blended Learning
  • Social Sciences › Demography › Evasion and Academic Success Factors
  • Social Sciences › Education › Higher Education Research Studies
Keywords
student retention, online learning, higher education, institutional support, sense of belonging, course design, early intervention, instructional feedback, at-risk students, stakeholder collaboration

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