Modeling undergraduates' selection of course modality: A large sample, multi-discipline study

Area of Science:

• Higher Education
• Educational Psychology
• Instructional Design

Background:

• Limited scholarly understanding exists regarding factors influencing student choices for online versus in-person course modalities.
• Universities offer courses in multiple formats, necessitating research into student preferences and decision-making processes.

Purpose of the Study:

• To identify key variables influencing undergraduate students' enrollment and preference for fully online or in-person course modalities.
• To provide data-driven insights for optimizing course delivery and enrollment strategies.

Main Methods:

• Surveyed 650 undergraduates at a Canadian university across various disciplines.
• Collected data on 25 variables including personal circumstances, language proficiency, prior online experience, grade expectations, and psychological factors.
• Utilized logistic regression models to analyze enrollment and preference for course modalities.

Main Results:

• Logistic regression models demonstrated good fit, correctly classifying approximately 75% of cases for both enrollment and preference.
• Different sets of variables were significant predictors for enrollment and preference, highlighting the complexity of student choices.
• Factors such as personal circumstances, prior online experience, and psychological variables significantly influenced modality selection.

Conclusions:

• Student choices for online or in-person courses are multifactorial, influenced by a combination of personal, academic, and psychological elements.
• Findings offer valuable implications for instructional designers and enrollment managers seeking to align course offerings with student needs and preferences.
• Further research can explore the long-term impact of modality choice on academic success and student satisfaction.