Mapping evidence on persistence and retention strategies for non-traditional students in online higher education: A scoping review

Jessica Sylvester; Melinda Kulick

doi:10.24059/olj.v30iSI2.5764

Authors

Jessica Sylvester, Ed.D University of Phoenix https://orcid.org/0009-0000-2447-4719
Melinda Kulick, Ed.D University of Phoenix https://orcid.org/0009-0006-5559-504X

DOI:

https://doi.org/10.24059/olj.v30iSI2.5764

Keywords:

Non-traditional students, online higher education, persistence and retention, scoping review, conceptualization and measurement, institutional practices, adult learner

Abstract

Non-traditional learners, often balancing employment, caregiving, and academic responsibilities, now constitute a growing majority of students in higher education (National Center for Education Statistics, 2024). Although their persistence and retention are central to institutional effectiveness, the evidence base informing institutional responses remains fragmented and unevenly conceptualized. Guided by the Joanna Briggs Institute (JBI) framework for scoping reviews, this study synthesized empirical and conceptual literature published between 2013 and 2025 to map how persistence and retention among non-traditional students are defined, examined, and measured in online higher education (Hadie, 2024). Findings indicate a strong reliance on age- and employment-based definitions of non-traditional status, frequent use of composite outcome measures centered on persistence and institutional retention, and limited differentiation between student-level continuation and institution-level metrics. Analysis identified five interrelated thematic domains spanning instructional, learner, and institutional levels, with an emergent emphasis on technology- and AI-mediated practices. By producing a comprehensive evidence map, this review clarifies dominant patterns, methodological tendencies, and persistent gaps in the literature, offering direction for future research and institutional practice aimed at advancing educational equity and student success in online higher education.

Keywords: Non-traditional students; online higher education; persistence and retention; scoping review; conceptualization and measurement; institutional practices; adult learners

Author Biographies

Jessica Sylvester, Ed.D, University of Phoenix

Jessica Sylvester, Ed.D., serves as Senior Manager of College Operations, where she applies data-driven approaches to advance institutional effectiveness and student success. She also serves as Associate Faculty in the College of Social and Behavioral Sciences, Education, and Information Technology. Dr. Sylvester’s scholarship examines persistence, identity, and equity among non-traditional learners in online higher education, with particular attention to the structural and cognitive demands faced by adult women. Building on this foundation, her research investigates generative artificial intelligence as a cognitive and engagement scaffold in online learning environments, exploring how GenAI can be intentionally designed to support skill development, learner agency, and sustained engagement while acknowledging the complex academic, professional, and personal contexts adult learners navigate. She holds a Doctor of Education in Higher Education, a Master of Business Administration, and a Master of Arts in Education/Adult Education and Training from the University of Phoenix, as well as a Bachelor of Social Work from Arizona State University.

Melinda Kulick, Ed.D, University of Phoenix

Melinda Kulick, Ed.D., serves as an Assessment Manager, and also holds roles as Associate Faculty in the College of Doctoral Studies. Her scholarship focuses on the design and assessment of technology-enabled learning environments, with particular attention to generative artificial intelligence, learner engagement, and persistence among non-traditional online learners. Drawing on her background in programmatic assessment, educational technology, and trauma-informed design, Dr. Kulick’s work examines how GenAI can be integrated responsibly as a cognitive and instructional support within online higher education. She holds an Ed.D. in Instructional Leadership, an M.S. in Multimedia Technology, and a B.S. in Business Management, along with K–12 teaching certifications in Business, Computer and Information Technology, and Computer Science Education.

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