The horizontal transmission of experiential knowledge for student retention in virtual higher education programs

DOI: https://doi.org/10.54674/ess.v37i2.1200
Keywords: virtual education, student retention, experiential knowledge, university dropout, retention strategies

Abstract

Virtual higher education presents significantly higher dropout rates than face-to-face modalities, posing challenges to equity and institutional sustainability. This article reflects on the horizontal transmission of experiential knowledge between successful graduates and active students in virtual programs as a strategy to strengthen student retention. A qualitative, constructivist study was conducted using semi-structured interviews with 15 Mexican graduates who completed virtual undergraduate programs from Mexico while residing in the United States and Canada. Participants were selected through purposive sampling, and data were analyzed using ATLAS.ti. To identify emerging patterns. Findings reveal five key categories: peer support networks, personal commitment, virtual study competencies, academic trajectory management, and responses to everyday contingencies. Recommendations include strategies for self-management, institutional engagement, collaborative technologies, and motivation. The study concludes that graduates are valuable agents of university guidance to establish mechanisms, especially during the first academic year, a critical period for persistence in virtual programs.

Author Biographies

Rosa Isela Becerra, University of Guadalajara, Guadalajara, Jalisco, Mexico

She is a full-time tenured professor in the Department of Public Policy at CUCEA, University of Guadalajara, and a member of Mexico’s National System of Researchers. She holds a PhD in Education Sciences from the University of Montreal, a master’s degree in Learning Technologies, and a bachelor’s degree in International Studies from the University of Guadalajara. Her research focuses on innovation and the internationalization of higher education. She has delivered lectures at national and international conferences, published numerous works, supervised theses, served as a consultant on curriculum updates, and taught teacher training courses in Latin America. She has also developed projects on learning technologies, innovation, and higher education policy.

Alejandra Fabiola Flores-Zamora , University of Guadalajara, Guadalajara, Jalisco, Mexico

She holds a Bachelor’s degree in Educational Processes from the Benemérita Universidad Autónoma de Puebla and a Master’s degree in International Higher Education from the University of Guadalajara. She has served as an educational advisor at UDGPlus and as a teacher trainer at the University of Guadalajara since 2023. She has contributed to the design of the Toolkit to Promote Faculty Collaboration in Virtual Environments (AMPEI-RCI), the 360 Educational Innovation Network, and the Ibero-American Women of the Future project. She is a co-author of various articles, chapters, and books on the internationalization of higher education, educational innovation, and teacher training.

Perla Elizabeth Bracamontes Ramírez, University of Guadalajara, Guadalajara, Jalisco, Mexico

She holds a Ph.D. in Gender Studies and a Master’s degree in Gender and Equality Policies from the University of Valencia, Spain. She is currently a professor in the Department of Public Policy at CUCEA, University of Guadalajara, and is a Level I member of the National System of Researchers (SNII) for the 2023–2028 term. Her research focuses on crucial topics such as the gender perspective, social and educational innovation, public policies on equality, gender-based violence, coeducation, and women’s human rights.

Ana Eugenia Gaspar Portillo, University of Guadalajara, Guadalajara, Jalisco, Mexico

She holds a Bachelor’s degree in Psychology from the University of Guadalajara (UdG), an Advanced Diploma in Youth Studies and Policies in Latin America from FLACSO Argentina, a Master’s degree in Higher Education Management and Policy, and a Ph.D. in Public Policy and Development from the University of Guadalajara (UdG). She designed the evaluation and certification model for CAS programs for children and adolescents, as well as Standard 1140. She has experience in the design and implementation of public policies with a focus on children, youth, and gender. She is an expert in the development of models for human development, prevention, and response to violence. Her publications appear in national and international journals.

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Published
2026-05-30
How to Cite
Becerra, R. I., Flores-Zamora , A. F., Bracamontes Ramírez, P. E., & Gaspar Portillo, A. E. (2026). The horizontal transmission of experiential knowledge for student retention in virtual higher education programs . Higher Education and Society Journal (ESS), 37(2), 405-429. https://doi.org/10.54674/ess.v37i2.1200
Issue
Vol 37 No 2 (2025): Artificial Generative Intelligence (GenAI) in teaching and research: best practices, challenges, and prospects
Section
General section articles

Copyright (c) 2025 Rosa Isela Becerra, Alejandra Fabiola Flores-Zamora , Perla Elizabeth Bracamontes Ramírez, Ana Eugenia Gaspar Portillo

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