With Dwaine Plaza (Sociology, OSU) and Nadia Streletskaya (Applied Economics, OSU)

 

This mixed-methods study explores the impact of course modality options on undergraduate success and retention. Combining a hypothetical choice experiment, original survey data, administrative records, focus groups, and longitudinal interviews with residential students over two years, the research critically examines the growing preference for online and hybrid courses among some on-campus students. Using a sociology program at a large public university where over half of the majors choose online courses as a case study, the project investigates whether and how modality choices reflect and reinforce existing inequalities across race, class, and gender. Framed by theories of sense of belonging, sense of place, and the hidden academic curriculum, the study addresses gaps in previous research, which often overlook the role of student self-selection in online learning outcomes.  Are there racial, gendered, and classed patterns to course modality selection and, if so, with what consequences?  By comparing student profiles, preferences, experiences, and outcomes across diverse groups, this research aims to clarify how instructional modalities influence academic success, satisfaction, and retention. Ultimately, it seeks to reveal whether these choices help reduce or exacerbate educational inequities, offering valuable insights into higher education policies and practices.