Students from underserved communities and non-traditional students enroll in postsecondary institutions at lower rates compared to other students. Non-traditional and rural students may face barriers related to access to educational institutions and course offerings. These challenges are further exacerbated at technical and community colleges, whose students are more likely to commute rather than live on campus. Online educational programs can foster educational access by expanding the amount and variety of course offerings and improving the quality of instruction provided. However, there are sometimes trade-offs associated with online learning, such as fewer student interactions with peers and instructors and lower rigor. Examining the form and prevalence of these trade-offs can help improve the online course environment and design to improve student outcomes.

Launched in summer 2021, eCampus is a systemwide online learning initiative implemented by the Technical College System of Georgia (TCSG). The purpose of eCampus is to expand coursework access for TCSG students by offering online coursework available to students across the system. To assess the eCampus student experience and the program’s strengths, semi-structured interviews with TCSG students were conducted between April and August 2025. Thirty-eight students participated in interviews, which lasted approximately 30 minutes each. The interviews were recorded and transcribed before being analyzed using an inductive and deductive coding approach.

This study provides details of the qualitative analysis. Specifically, our analysis suggests eCampus provided students flexibility to balance their academic and personal priorities, such as family and work. While this flexibility was often identified, some students noted trade-offs related to fewer personal interactions and course rigor. Students also noted some challenges of the eCampus structure, identifying differences between their home campus and the eCampus host institution. Policy implications of the study include integrating synchronous activities and standardizing the platform’s administrative and academic support.