  At large institutions of higher education, students frequently have a choice
whether to attend the introductory physics sequence asynchronously online,
on-site in a traditional lecture-setting, or in a reformed studio setting. In
this study, we investigate how these different settings are correlated with
measures of self-efficacy, interest in physics, and success in subsequent
physics and engineering courses, which have the introductory physics sequence
as prerequisites. As previous research indicates, some of these measures may
depend on gender. We found that the course setting had no significant
correlation with the grade in subsequent courses, but that studio-settings gave
students the feeling of being better prepared, particularly for subsequent
courses that included laboratory or recitation components. We also found that
gender was correlated with measures of interest in physics, where female
students expressed significantly less interest in the subject, regardless of
course setting.
