Assessing help-seeking strategies among nontraditional learners in distance education

Document Type

Article

Publication Title

Cogent Education

Abstract

Online education has significantly expanded in the United States, with enrollment in online programs among college students rising from 26% in 2013 to 73% in 2020. Nontraditional learners, including part-time students, full-time employees and first-generation students, face higher attrition and lower graduation rates. Self-regulated learning, particularly help-seeking strategies, is crucial to academic success. Using a quantitative, correlational design, this study examined the relationship between help-seeking strategies, GPA, demographics and class standing among online first-year nontraditional learners at A.T. Still University in the United States. A total of 33 out of the 231 first-year students enrolled participated in the study. Data from a stratified random sample were analyzed using Spearman’s Rank-order Correlation, the Chi-square Test of Independence and the Kruskal–Wallis H Test. Results showed a weak positive correlation between GPA and formal help-seeking strategies. In contrast, informal strategies had minimal use and a weak negative correlation. Demographic factors influenced preferences, with structured resources favored by married and employed students. Institutions should prioritize accessible digital resources and faculty engagement to support success.

DOI

10.1080/2331186X.2025.2568564

Publication Date

1-1-2025

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