An Empirical Analysis of Agricultural College Students’ Perceptions of Virtual Learning

Abstract

The sudden shift in course delivery methods during the pandemic to virtual instruction impacted students in various ways. Previous research lacks information about perceptions of, or preferences for, virtual learning among students with different demographic backgrounds, academic disciplines, and stages of study. This study uses an in-depth conditional Logit statistical procedure to understand these impacts on agricultural students’ perceptions of virtual learning. The findings reveal students believe significant challenges exist with virtual instruction, a positive attitude toward virtual learning leads to improved enrollment in virtual courses in future semesters, and being in control of learning impacts modality preference.