Students' preferences for online learning formats – Results of a latent class analysis

Considering students' preferences for learning formats is an important issue for institutions in higher education regarding high competition due to demographic changes. Using data from a student survey at Deggendorf Institute of Technology (DIT) in Germany we conduct a latent class analysis to identify heterogenous preferences for learning formats. Our results show that the student population can best be described in four different segments that we classify as traditional learners, blended learners, synchronous online learners and hybrid learners. We offer a conceptual proposition that hypothesizes how the four classes might emerge naturally out of differing needs for personal interaction, temporal and spatial flexibility. We derive potential directions for lecturers and administrators who aim at catering to students' preferences.