![[ Visit Client Website ]](images/banner.gif)
Learning Objective 1: The learner will be able to discuss reasons for student attrition from online graduate programs.
Learning Objective 2: The learner will be able to propose possible strategies to decrease attrition rates.
students before and after the implementation of program structural changes in 2008. A
descriptive retrospective cohort study was conducted using the academic and advising records of
853 online graduate nursing students enrolled between 2005 through 2010. Three student
cohorts were examined: (cohort 1) students who entered and withdrew prior to 2008, (cohort 2)
students who entered before and withdrew after 2008, and (cohort 3) students who entered and
withdrew after 2008.
The proportions of student attrition from each cohort were 43% (97 out of 225 students),
19% (52 out of 277 students), and 7.4% (26 out of 351 students) respectively. Results indicated
that students’ attrition rates in cohorts 2 and 3 were significantly less than cohort 1. Supported
by Alexander Astin’s I-E-O model, two major themes emerged as reasons for withdrawal:
personal and academic.
Findings from this study provided a critical view for further investigation and serve as an
evaluation tool to identify trends and develop appropriate supportive interventions that facilitate
positive student outcomes. Further research is warranted to investigate the effects of the
program structural changes on students’ attitudes and program satisfaction.