Assessing help-seeking strategies among nontraditional learners in distance education

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.