The Road Less Traveled: Assessing the Impact of Virtual Research Consultations on Online Doctoral Student Persistence

Abstract

Abstract As academic institutions nationwide experience higher online enrollment rates, virtual research consultations present online students with an opportunity to connect meaningfully in a personal interaction with a librarian and receive direct instruction. As libraries transition this staple of information literacy instruction from an in-person to an online offering, analysis of impact in the online environment is key. Little is known about the impact of this service on student outcomes, such as program completion. The purpose of this study was to investigate the impact of participation in a research consultation on program completion among doctoral students working on their dissertation at an online university. A quantitative methodology and causal-comparative design were employed. Findings showed that, although they had a significantly higher GPA in their dissertation courses than a matched sample, students who participated in a research consultation were not significantly more likely to complete their program. This finding is significant, as it suggests that library research consultations should not be viewed as retention/completion initiatives. Instead, given the higher GPAs of students who participated in a research consultation, they might more appropriately be considered as initiatives that can enhance learning, especially in relation to information literacy.