Abstract

This paper explores the perceptions of learners in an online, global, faith-based, English as an international language (EIL) course. The course is designed to help students with limited access to educational opportunities develop English skills and prepare for enrollment in an online university. Since its launch, course enrollment, retention, engagement, and completion metrics have shown significant gains year over year. However, the number of learners in the course who have met all course completion criteria is still limited. This inquiry aims to gain a deeper understanding of the factors influencing learner persistence from the perspectives of both course completers and non-completers. Applying a grounded theory approach, the analysis generated a conceptual model and substantive theory of persistence in the course as a multi-stage process that can become a virtuous cycle where purpose, commitment, strategic actions, and milestone achievement drives learners forward, while faith-based underlying disposition factors augment each aspect of the cycle. This model suggests that initiatives to improve persistence should be stage-specific and focus on the factors that drive the virtuous cycle. These findings provide actionable insights for improving the course design and evaluating the programmatic approach. Although focused on a specific course, this paper contributes to the broader discourse on persistence and retention in online, non-formal adult education by highlighting learners' perceptions of the key factors that influenced their persistence.

Degree

EdD

College and Department

David O. McKay School of Education; Educational Leadership and Foundations

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2025-08-06

Document Type

Dissertation

Keywords

student persistence, EIL courses, online learning, non-formal, faith-based education

Language

english

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