Key Considerations for Sustaining a Successful Postgraduate Journey as Online Students

My interest in the subject of persistence and retention is rooted in both my genuine desire to comprehend this phenomenon as a student and, more prominently, as a college professor in both face-to-face and distance education settings in Puerto Rico. Recognized for my adept interpersonal skills and a focus on professional development, I have dedicated my career to cultivating professionals. The consolidation of personal and professional experiences, as both a student and a college professor, has uniquely equipped me to explore the intricacies of this compelling topic.

Within the intricate landscape of distance education, student persistence and retention emerge as pivotal pillars that delineate the academic success and effectiveness of institutions. While persistence is primarily attributed to students, the responsibility for retention falls directly on higher education institutions. Now, more than ever, I can say without any doubt the faculty commitment has become instrumental in the successful retention of students in distance education programs.

The advent of the Covid-19 pandemic has reshaped the educational landscape, propelling an unprecedented transition towards distance education, and leaving a permanent footprint on its implementation and perception. As educational systems undergo transformation, it is imperative to evaluate and adapt to the current situation. Although distance education has emerged as a key solution, its effective implementation necessitates careful consideration, adaptability, and collaboration at multiple levels.

The promising demand of distance graduate programs and the increased enrollment of full-time students in this modality underscore the need to meticulously analyze the phenomenon of retention among distance students in Puerto Rico universities. As per my doctoral investigation, the key considerations for sustaining a successful postgraduate journey as students are the following:

1. Flexibility in Distance Studies: Emphasizing the importance of flexibility in distance studies, allowing students to pursue their education at their own pace while effectively managing family and work responsibilities.
2. Motivational Factors: Highlighting the motivational significance of family, professional development, and income improvement as key drivers for students to pursue their academic goals.
3. Academic Skills: Recognizing the relevance of pre-existing academic skills, such as time management and technological proficiency, in influencing students' decisions to persist in their distance studies.
4. Professor-Student Relationship: Acknowledging the quality of the professor-student relationship as an essential element in student persistence.
5. Effective Feedback: Accentuating the role of effective feedback from faculty in supporting the persistence of graduate students in their online education.
6. Quality Educational Platform Design: Affirming that a well-designed educational platform positively influences the motivation of graduate students.
7. Family Support: Identifying family support as a determining factor for students facing pressures and deciding to continue their studies.
8. Economic Factors: Recognizing the impact of economic factors and the need to work while studying on students' decisions to continue or abandon their studies.
9. Orientation Programs: Emphasizing the significance of orientation programs provided to students as key elements when deciding to continue their academic goals.

Taking into account these key considerations, the following are some recommendations for educational institutions to enhance student retention:

1. Continuous Communication: Implement tools promoting continuous communication between faculty and students, fostering a sense of support and accompaniment during distance studies.
2. Support Community: Cultivate a support community among graduate students through virtual meetings, peer support groups, or social events.
3. Monitoring Academic Performance: Develop mechanisms and technological tools to monitor the academic performance of students in distance programs, identifying those at risk of abandoning their studies.
4. Academic Advisors: Assign academic advisors to guide graduate students through their research and coursework, offering personalized support and guidance.
5. Satisfaction Surveys: Conduct satisfaction surveys among distance graduate students to reinforce institutional retention strategies and develop new strategies based on student trends.
6. 6.?????? Extracurricular Activities: Develop extracurricular activities to strengthen relationships between students and faculty, addressing personal and risky situations that may lead to study abandonment.
7. Comprehensive Guidance Programs: Provide comprehensive guidance programs to familiarize graduate students with the online learning platform, available resources, and support services.
8. Professional Development for the Faculty: Offer professional development opportunities for the faculty to enhance their online instruction and communication skills.
9. Faculty Periodic Meetings: Establish regular faculty meetings dedicated to exploring improvement opportunities through in-depth case studies of students. This initiative aims to actively contribute to the academic success of online graduate students.
10. Recognition and Celebration: Recognize and celebrate faculty members who demonstrate exceptional commitment to supporting and engaging students.
11. Emphasis on Feedback: Emphasize the importance of timely and meaningful feedback as part of the instruction process, reinforcing its role in improving student persistence and success in online graduate programs.

My personal goal is to share a deeper understanding of the factors influencing online student retention at the graduate level. This article aims to enable educational institutions to develop new strategies to proactively enhance student retention. By understanding and tackling these critical factors, my goal is to not only empower students to persist in their journey towards a postgraduate degree in distance education but also to inspire every faculty member to become proactive agents of prevention. This involves cultivating a culture that actively supports impactful curricular changes for the overall benefit of our postgraduate online students.