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In this paper, we focus on course modality to understand whether taking courses in-person, online, or a hybrid of both shapes undergraduates\u2019 computing orientation (i.e., interest and confidence in computing) and whether such dynamics vary by students\u2019 gender and\/or racial\/ethnic background. Participants included 5,904 undergraduate students attending college during the COVID-19 era and who took a computer programming course at one of 16 research universities across the United States. Using secondary student survey data, we quantitatively analyze the effect of several background and college-related variables on students\u2019 computing orientation (interest and confidence in computing). In particular, we investigate variables related to students\u2019 computing contexts, pedagogy of the first course, student-faculty interactions, and course instructional modes.\n                    <jats:italic toggle=\"yes\">Post-hoc<\/jats:italic>\n                    analyses reveal the extent to which these variables predict students\u2019 sense of belonging. ANOVA results indicate that students who took courses completely in person, compared to all other course modes, reported greater gains in their computing orientation. Regression results suggest that, net of other predictors, online courses (in particular those offered synchronously) contribute less to students\u2019 computing orientation than computing courses offered in person. Furthermore, tests for interaction effects suggest that the effect of online learning does not appear to vary by students\u2019 gender and\/or race\/ethnicity; however, the role played by online courses can be enhanced when such courses foster a greater sense of belonging among students. The study suggests that online courses can be improved when such courses foster more inclusive and supportive learning environments.\n                  <\/jats:p>","DOI":"10.1145\/3748664","type":"journal-article","created":{"date-parts":[[2025,7,28]],"date-time":"2025-07-28T15:45:34Z","timestamp":1753717534000},"page":"1-25","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Modality Matters: Online Computing Course Delivery and Students\u2019 Computing Orientation and Sense of Belonging in\u00a0the COVID-19 Era"],"prefix":"10.1145","volume":"25","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-8133-021X","authenticated-orcid":false,"given":"Linda J.","family":"Sax","sequence":"first","affiliation":[{"name":"School of Education and Information Studies, University of California, Los Angeles, Los\u00a0Angeles, California, USA"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9998-8746","authenticated-orcid":false,"given":"Kaitlyn N.","family":"Stormes","sequence":"additional","affiliation":[{"name":"Louise McBee Institute of Higher Education, University of Georgia, Athens,\u00a0Georgia, USA"}]},{"ORCID":"https:\/\/orcid.org\/0009-0001-8952-9191","authenticated-orcid":false,"given":"Maxx F.","family":"Pereyra","sequence":"additional","affiliation":[{"name":"School of Education and Information Studies, University of California, Los Angeles, Los Angeles, California, USA"}]}],"member":"320","published-online":{"date-parts":[[2025,10,22]]},"reference":[{"key":"e_1_3_3_2_2","doi-asserted-by":"publisher","unstructured":"Duha Tore Altindag Elif S. 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