Nearly 1 in 3 Oregon State University students learn exclusively online through OSU Ecampus. These students achieve the same learning outcomes as on-campus students. However, they don’t sit in lecture halls, study in the library or chat with classmates in campus coffee shops, making their experiences harder to understand.
New research from Greta Underhill, conducted while she was a postdoctoral scholar with the Oregon State University Ecampus Research Unit, examines the lived experiences of students who earn degrees online. The insights could help instructors — and on-campus peers — understand how best to support this unique and growing group of students.
How the study worked
This study was conducted with Photovoice, a research method developed in the 1990s that is often used in public health and community development work. Other researchers used Photovoice to examine emergency remote teaching during the COVID-19 pandemic. Underhill’s study stands out as it explores the lived experiences of students who routinely use online methods despite the availability of in-person options.
Researchers recruited Oregon State Ecampus students via email. Participants were interviewed, and for one week, they took photos and wrote captions demonstrating what life was like as a student learning online. Then, students completed another interview with the research team, diving deeper into their photos and captions.
Altogether, 31 students participated. The project generated 200 photographs, 30 hours of interviews and more than 2,500 pages of transcripts.
A glimpse into the online learning experience
As Underhill explained, the research helped to clarify that students manage multiple roles and have many other commitments that shape their lives.
“I got photos of messy desks where students do their schoolwork every single day. And some include a child’s sippy cup because they’re pulling double duty,” Underhill said. “The research helps to demonstrate that learning can take place in a lot of different places, not just in the classroom. We can learn anywhere if we’re given the right tools to do so.”
Students shared photos of their current jobs and the careers they hoped to pursue after graduation. Some participants even shared pictures of the tools they used to stay on track.
“I received a lot of photos of planners or calendars,” Underhill said. “One student had an app where she tracked all her time across her work and her schoolwork to track how many hours she spends each week on these tasks. Students are really strategic about how they’re using their time.”
Learning about student values
Many participants in this study had prior experience with higher education. During their interviews, these students discussed their motivations for returning.
Students highlighted how their Oregon State online courses will prepare them for the careers they want. Some students examined their education’s impact on their growing children. Others described how the flexibility of online classes allowed them to prioritize advocacy work or their health.
“Students are intentional about online education, they’re intentional about the degrees they want, and they’re connecting that to their values, whether that’s continued learning or civil rights or you name it,” Underhill said. “They’re strategic about how they’re organizing their lives, and online education is a key part of that.”
Sharing study results
Because Photovoice is participatory, students control how their photos, captions and interviews are shared. Researchers often present the results unedited, pairing photos with participant quotes and transcribed interviews.
The Ecampus Research Unit created a webpage for this purpose. Visitors can explore photos taken by participants and read their interpretations of the images. Underhill will also present her work to Oregon State faculty and leadership in educational sessions.
“This one-of-a-kind study illustrated the multi-faceted lived experience of a diverse set of online learners,” said Mary Ellen Dello Stritto, director of the Oregon State Ecampus Research Unit. “Any instructor will benefit from learning about the complex lives of online students, what motivates them and how to better help them succeed.”
Why student experiences matter
Studies like Underhill’s build on Oregon State’s larger efforts to center students in every aspect of online education, including how progress is measured.
Student success metrics at Oregon State include persistence rates, academic excellence and a sense of belonging. These factors are especially important for online learners, yet they’re often overlooked in traditional scorecards focusing on time to degree completion and GPA. This student-centered approach earned Oregon State an Eduventures Innovation Award in 2025.
Underhill’s results deepen the understanding of the online learning experience. Sharing the results widely could prompt even more innovation both on and off campus. For Underhill, the study also underscores the importance of making all student voices heard.
“Online students don’t always have opportunities for advocacy or to voice their opinions or concerns on campus. It can be an isolating experience,” she said. “I think it’s good for our on-campus community and leaders to be reminded that a large chunk of our student body is online and doing the work in unique circumstances.”
