Digital Hub or Hindrance? The Effects of Online Enrollment in Introductory STEM Coursework on STEM Outcomes

Justin C. Ortagus (), Rodney Hughes (), Nicholas Voorhees () and Hope Allchin ()
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Justin C. Ortagus: University of Florida
Rodney Hughes: Common App
Nicholas Voorhees: University of Florida
Hope Allchin: University of Florida

Research in Higher Education, 2025, vol. 66, issue 3, No 2, 22 pages

Abstract: Abstract Online education has the potential to remove barriers and increase access to higher education, but previous studies have revealed mixed results regarding the effect of online enrollment on college students’ academic outcomes. This study leverages novel administrative data and a fuzzy regression discontinuity design to examine the impact of online enrollment in introductory STEM coursework on students’ probability of STEM success. We find that taking the online version of a required introductory Chemistry course increases students’ time-to-degree, with starker increases when focusing on the number of semesters needed to complete a STEM degree.

Keywords: Online education; Higher education; STEM; Regression discontinuity (search for similar items in EconPapers)
Date: 2025
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DOI: 10.1007/s11162-025-09837-7

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