Scholarly understanding is limited with regard to what influences students' choice to take a particular course fully online or in-person. We surveyed 650 undergraduates at a public Canadian university who were enrolled in courses that were offered in both modalities during the same semester, for roughly the same tuition cost. The courses spanned a wide range of disciplines, from archaeology to computing science. Twenty-five variables were gauged, covering areas including students' personal circumstances, their competence in the language of instruction, previous experience with online courses, grade expectations, and psychological variables including their regulation of their time and study environment, work avoidance and social goal orientation. Two logistic regression models (of modality of enrolment and modality of preference) both had good fit to the data, each correctly classifying roughly 75% of cases using different variables. Implications for instructional design and enrolment management are discussed.

关于什么会影响学生选择完全在线或亲自参加特定课程的选择，学术上的理解是有限的。我们对加拿大一所公立大学的650名本科生进行了调查，他们在同一学期以相同的学费注册了这两种方式开设的课程。这些课程涵盖了从考古学到计算机科学的广泛学科。评估了25个变量，涵盖的领域包括学生的个人情况，他们的教学语言能力，以前的在线课程经验，年级期望以及心理变量，包括他们对时间和学习环境的调节，避免工作和社会目标方向。两种逻辑回归模型（入学方式和偏好方式）均与数据良好吻合，每种模型均正确地使用不同变量对约75％的病例进行了正确分类。讨论对教学设计和注册管理的影响。