This study examines the factors that motivate student decisions to enroll on online versus in-person geoscience course at Middle Tennessee State University. As higher education continues to expand course delivery options, there is a growing need to better understand how student characteristics, perceptions, and logistical factors shape modality choice. The purpose of this study is to use core social frameworks to explore differences in student motivations, preferences, and experiences across course modalities, as well as between key student groups including gender, age, STEM vs. non-STEM majors, traditional vs. non-traditional students, and working vs. non-working students, among others.
Data will be collected through an online survey administered to students enrolled in GEOL 1030 courses. The survey will include multiple choice, Likert-scale, and open-ended questions. Quantitative data will be analyzed using descriptive and inferential statistical methods, including t-tests, chi-square analyses, and regression, while qualitative responses will be analyzed using thematic coding to identify recurring patterns and themes.
These findings will provide insight into how course design and delivery can better align with student needs, ultimately supporting more effective and inclusive learning environments in geoscience education, while also encouraging student recruitment and retention.