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The purpose of the qualitative study was to investigate instructors' experiences of engaging non-traditional learners in eCampus. Online education was rapidly growing in many higher education institutions, especially during the pandemic. However, a high attrition rate could negatively impact student success. Research findings showed that engagement was a significant factor to increase students' online retention. Due to the flexibility and accessibility of online education, there was a high demand among non-traditional learners. However, limited research has been conducted to explore instructors' experiences while engaging non-traditional learners in eCampus. In the general qualitative study, twelve online instructors were recruited, and interviews and document analysis were used to collect data. The findings showed that instructors faced both challenges and opportunities while increasing engagement among non-traditional learners in online programs. These indicated the need for the diversity of course design, relationship and community building, the flexibility of engagement criteria, and the unpredictability of emotional engagement. Institutional support and resources were recommended to improve the future teaching practices and the success of online learners with underrepresented backgrounds.

Investigating the Experiences of Online Instructors while engaging and empowering non-traditional learners in eCampus