To Zoom or not to Zoom: Assessment of synchronous online modality preferences and performance in an introductory undergraduate course

Abstract Flexible, accessible course delivery modalities with enhanced virtual components are a common component of post‐pandemic university‐level goals and policies across the United States. From the Spring 2023 to Spring 2024 academic semesters, curriculum overhaul facilitated a more flexible modality structure in the introductory‐level Crop Science course at Kansas State University (Manhattan, KS). Students were offered the choice to attend in‐person or synchronously online via Zoom, with the freedom to switch between the two as desired throughout the semester. I explored (1) student interaction with an online modality option, (2) impacts of distance modality selection on student success, and (3) general student attitudes and perceptions of the flexible modality offering. Data collection included student classification and demographics, Zoom attendance records, engagement scores via in‐class reflection questions, exam and course grades, and end‐of‐semester student evaluations of teaching. On average, students attended approximately 23% of lectures virtually on Zoom, and 41% of students never used Zoom. While a higher Zoom use rate was significantly correlated with poorer course performance and lower engagement scores, course scores were more strongly correlated with engagement scores and exam scores than Zoom use. That is, student preparation and attentiveness were more impactful than modality selection to overall course performance. Even students who did not utilize Zoom were more likely to recommend the course because online attendance was an option. Student perceptions of the course modality flexibility were overwhelmingly positive. This study demonstrates that flexible modality implementation can be relatively simple, while still producing desired student experience enhancements.