Linkages between course status, perceived course value, and students' preference for traditional versus non-traditional learning environments

This study assessed undergraduate and graduate students' preferences for course delivery via traditional classroom, hybrid, or wholly online learning format as influenced by the status of the course as a prerequisite, elective, or core offering and perceptions of its utility and importance. Students also were asked to justify their choice of learning format. Overall, students preferred traditional classes across all course statuses and justified their choices by citing them as engaging and interactive. Across all students, perceptions of the usefulness and importance of each course status did not significantly influence their selection of a specific learning environment. Collectively, these findings have ramifications for understanding factors that impact students' responses to online learning environments.