Pressure exists to attract and retain students in higher education. Online educational programs have the potential to increase the number of students who can enroll in degree-bearing institutions. Explored in the qualitative study using a modified three-round Delphi technique was the phenomenon of consistently lower student retention rates in fully online programs in higher education, as compared to student retention rates in ground-based programs. Experts suggested that student self-discipline, instructor engagement and response time in courses, and the need for institutions to offer online students an array of support services contribute to student retention in fully online programs. Panelists revealed concerns and practices that may influence student retention. These practices ultimately relate to social and academic integration.
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