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Dissertation
Student success at a distance: a mixed-methods exploratory case study on stress, support, and institutional perspectives in online graduate education
Doctor of Education (Ed.D.), Drexel University
Mar 2026
DOI:
https://doi.org/10.17918/00011317
Abstract
Adult learners enrolled in online graduate programs represent a growing and strategically important population in higher education, yet their mental health experiences and support needs remain insufficiently understood. As institutions expand online graduate offerings in response to shifting enrollment patterns and demographic pressures, understanding the stressors influencing adult online learners and how institutions respond to these challenges is increasingly critical. The purpose of this mixed-methods exploratory case study was to identify the primary stressors experienced by adult learners enrolled in online graduate programs, examine the mental health challenges associated with these stressors, and explore institutional personnel perceptions and responses related to student well-being. Guided by theories of student persistence, motivation, and online engagement, including self-determination theory and the community of inquiry framework, this study employed a sequential mixed-methods design. Quantitative data were collected through a Likert-scale survey administered to adult online graduate students to identify prevalent stressors and mental health concerns. Qualitative data were gathered through one-to-one student interviews and focus groups with institutional personnel to provide deeper insight into lived experiences and institutional awareness. Data were analyzed independently and integrated to identify patterns across data sources. Findings indicate adult online graduate learners experience interconnected academic, professional, and personal stressors, with time management demands, technostress, communication challenges, and perceived isolation contributing to emotional exhaustion and anxiety. Results also reveal gaps between student experiences and institutional perceptions, particularly regarding the visibility, accessibility and coordination of mental health and support resources. The study highlights the need for intentional, institutionally coordinated strategies to support student well-being and persistence in online graduate education. Keywords: adult learners, distance education, online graduate students, academic stressors, student success, institutional response, online student experience
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Details
- Title
- Student success at a distance
- Creators
- Jessica Ann Barr-Langin
- Contributors
- Cameron Kiosoglous (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University
- Number of pages
- xiii, 189 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022170251904721