Planning and delivering learning digitally for non-traditional students in a changing world influenced by technological, social, financial, and political climates is an evolving process. This study assessed student preferences for specific attributes of online degree program structures, including content delivery (hybrid, synchronous, asynchronous), instructor characteristics and reputation, program and university reputation, and financial costs. A discrete choice-based response model was used to determine the value of each characteristic, which allowed student preferences to be inferred to assign premiums or discounts to each attribute. An optimized bundle of attributes for which learners obtain the highest value is then obtained. The implications of this study can be used for curriculum development, planning course offerings and delivering digital learning formats with the attributes most valued by digital learners.
Clinical Associate Professor, Dept. of Multidisciplinary Innovation, University of North Texas, Texas, United States
Planning, Digital Learning, Online Courses, Premiums, Discounts, Value, Higher Education