Going online? Does transferring to online university increase the likelihood of graduation among students from lower social background?

  1. Albert Sánchez-Gelabert 1
  2. Marina Elias 1
  1. 1 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

Revista:
International Journal of Educational Technology in Higher Education

ISSN: 2365-9440

Año de publicación: 2023

Número: 20

Tipo: Artículo

DOI: 10.1186/S41239-023-00407-4 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: International Journal of Educational Technology in Higher Education

Resumen

The increase in university participation has led to greater complexity in terms of students’ trajectories, with the option of changing degree course or higher education institution or, more recently, the mode of study (face-to-face and online learning). These transitions can be strategic moves that facilitate greater continuity in educa‑ tional trajectories and increase equity within the education system. Online universities ofer greater fexibility in terms of time and location, providing new opportunities for students with specifc profles to pursue higher education. This article aims to delve into the complex trajectories of change and to analyse whether there are diferences in educational outcomes based on students’ social backgrounds. Using registry data from the Catalan university system (n=42,370), we identify and characterise the trajectories of change and analyse the efect of the interaction between them and social origin on educational outcomes. The results indicate that students from lower social back‑ grounds and those who also work are most likely to transition to virtual education. However, social background continues to have an efect on the probability of graduat‑ ing, dropping out or pursuing further studies.

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