Profiling Students Who Take Online Courses Using Data Mining Methods Chong Ho Yu Applied Learning Technologies Institute Arizona State University alex.yu@asu.edu Samuel Digangi Applied Learning Technologies Institute Arizona State University sam@asu.edu Angel Kay Jannasch-Pennell Applied Learning Technologies Institute Arizona State University angel@asu.edu Charles Kaprolet Applied Learning Technologies Institute Arizona State University ckaps@mainex1.asu.edu Abstract The efficacy of online learning programs is tied to the suitability of the program in relation to the target audience. Based on the dataset that provides information on student enrollment, academic performance, and demographics extracted from a data warehouse of a large Southwest institution, this study explored the factors that could distinguish students who tend to take online courses from those who do not. To address this issue, data mining methods, including classification trees and multivariate adaptive regressive splines (MARS), were employed. Unlike parametric methods that tend to return a long list of predictors, data mining methods in this study suggest that only a few variables are relevant, namely, age and discipline. Previous research suggests that older students prefer online courses and thus a conservative approach in adopting new technology is more suitable to this audience. However, this study found that younger students have a stronger tendency to take online classes than older students. In addition, among these younger students, it is more likely for fine arts and education majors to take online courses. These findings can help policymakers prioritize resources for online course development and also help institutional researchers, faculty members, and instructional designers customize instructional design strategies for specific audiences. Introduction With the advance of Internet-based technologies, an increasing number of online classes are offered by universities. With the help of this education delivery medium, students who cannot attend conventional classes have more flexibility in their learning. However, since online training systems have several alleged disadvantages, such as isolation, disconnectedness, limited interaction, and technological issues, compared to a face-to-face teaching setting those issues may leave students passive and unmotivated, potentially making them more likely to dropout from their college courses (Willging & Johnson, 2004). Similarly to Willging and Johnson’s (2004) study, Allen and Seaman (2006) also painted a gloomy picture of online classes by asserting that online courses potentially distance students from academic integration, social integration, and the overall on-campus experience. But, Schrum and Hong (2002) identified necessary factors for ensuring high retention rates among online students and were able to cite retention rates of over