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A Factor Analytic Study of Barriers Perceived by Students to Online Learning
PROCEEDINGS

, University of South Alabama, United States ; , UMBC, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

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Abstract

We want to better understand which students will face barriers when attempting to learn online, what those barriers are, and ultimately how we can help individuals in their learning by understanding and ameliorating their obstacles. The survey research reported in this presentation represents the perceptions of people who differed on eleven independent variables: 1) gender; 2) age; 3) ethnicity; 4) type of learning institution they attended; 5) their ability and confidence with online learning technology; 6) their learning effectiveness in the online environment; 7) their learning enjoyment in the online classroom; 8) the number of online courses completed; 9) the number of online courses dropped; 10) the likelihood of taking a future online course; and 11) whether or not they experienced prejudicial treatment in the traditional classroom due to cultural background, disability or other personal characteristic. More than 1,000 survey respondents rated the severity of forty-seven separate student barriers to distance education on a 1-5 Likert scale.

Citation

Muilenburg, L. & Berge, Z. (2004). A Factor Analytic Study of Barriers Perceived by Students to Online Learning. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2050-2053). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 6, 2021 from .

© 2004 Association for the Advancement of Computing in Education (AACE)

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References

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