Virtual avoidance: Examining STEM students' lower interest in online courses

Online education is growing in popularity, yet online courses in science, technology, engineering, and mathematics (STEM) experience lower student satisfaction and higher attrition compared to non-STEM courses. This study explores differences in online course perceptions between STEM and non-STEM students and how these perceptions influence their intentions to enroll in future online courses. A sample of 1245 students was recruited from a diverse range of majors, with 44 % of students majoring in STEM. Relative to non-STEM majors, STEM students felt that online classes offer lower performance outcomes, are less enjoyable, and offer less flexibility while requiring more effort. These perceptions explain 74 % of the variance in intentions to enroll in online courses. Differences among STEM sub-categories were also examined to provide a nuanced picture of students' experiences in online courses. The findings identify strategic improvements for online STEM courses by targeting learning-based performance, flexibility in course modality, and students' enjoyment.