Student Success and Retention in Online Post-Secondary Education: A Phenomenological Study
Bibliographic record
Abstract
The purpose of this phenomenological study was to understand the experiences that participants from Northeastern College have in post-secondary online learning environments and recognize the overall factors that lead to student success and retention. The theory that guided this study was Bruner’s constructivist theory as it indicates the influence of experience on cognitive development and encourages the consideration of all factors that may impact the overall learning process. A hermeneutical phenomenological study was conducted with participants from Northeastern College in Ontario, Canada in order to accurately reflect personal experiences with the phenomenon of online post-secondary education. The central research question of the study centred around the academic learning experiences of post-secondary students in online environments. Data was collected through the use of individual interviews, document analysis, and focus groups. Individual interviews were analyzed with the use of Atlas.TI digital transcription software and second-order coding was used to consolidate data. Document analysis occurred digitally through the institutional online Moodle platform and analytic memoing was used to record findings. Analysis of research collected through focus groups was identical to that of individual interviews whereby digital transcriptions occurred through Atlas.TI and second-order coding took place to ensure accuracy. Participant experience in post-secondary online education was extensively researched to provide insight concerning student success and retention in digital learning environments.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".