The university registrar lists close to 5,000 University Park students enrolled in online classes, and according to a Sloan Consortium study, overall online course enrollment at higher education institutions nationwide is on the rise.

According to the 2005 survey, online course enrollment increased from 1.98 million in 2003 to 2.35 million in 2004.

The survey also conveys that the legitimacy of Web-based courses as compared to face-to-face courses continues to be questioned by some faculty members, but research suggests acceptance is increasing as Web-based classes become more common.

"We have found, for example, that chief academic officers view the quality of online as similar to that of face-to-face, and this is from those whose job it is to run both types of courses," said Jeff Seaman, co-author of the study. "The evidence continues to show that the online experience is the equal to the face-to-face one for quality and learning outcomes."

The study says the increase in online course enrollment is due, in part, to the rising number of institutions offering Web-based classes. Sixty-three percent of schools offering undergraduate courses in person also offer undergraduate classes online.

Penn State offers 74 courses for spring 2006, according to the Office of the University Registrar Schedule of Courses.

Instructors and students cite scheduling flexibility as the No. 1 reason to enroll in Web-based classes as an alternative to traditional lectures.

"I didn't feel like going to class," said Elissa Rimes (senior-hotel, restaurant and institutional management), who took InArt 005 (Performing Arts) online.

"But if I have work to do, I know I'll do it," she said.

Students have the freedom to create and manage their own schedules when it comes to online course work.

"I usually don't pay attention in class anyway," said Marissa Ramsay (freshman-crime, law and justice), who is taking BiSc004 (Human Body) online. "I just study and do the work myself on my own time."

Jonathan Mathews, assistant professor of Energy and Geo-Environmental Engineering, who teaches EGEE 101 (Energy and Environment) online, said the majority of online-class activity occurs outside the hours of the "traditional workday."

"There's activity until up to 2 and 3 o'clock in the morning," he said.

Despite increasing popularity, the online format does not work for everyone. Sixty-four percent of respondents to the survey believe it requires more discipline to succeed in an online course.

Greater flexibility may promote greater procrastination, Mathews said. Procrastination is especially common among first-time online learners, he added.

Personalities and learning styles vary and students should be aware of their own habits before scheduling an online course, said Sarma Pisupati, associate professor of Energy and Geo-Environmental Engineering, who teaches EGEE 102 (Environmental Protection) online.

"Some people are good at structuring their time and for them, online would be perfect," Pisupati said. "For people who need prompting, face-to-face would be much better for them."

He said it also takes more effort for faculty members to teach online courses effectively.

"Only some faculty members can do this well. It's hard to imagine problems or what students might be looking for," Pisupati said.

"Once you understand what the requirements are, you can adapt," he said.