Student barriers to online learning: A factor analytic study

Abstract

This article reports on a large‐scale (n = 1,056), exploratory factor analysis study that determined the underlying constructs that comprise student barriers to online learning. The eight factors found were (a) administrative issues, (b) social interaction, (c) academic skills, (d) technical skills, (e) learner motivation, (f) time and support for studies, (g) cost and access to the Internet, and (h) technical problems. Independent variables that significantly affected student ratings of these barrier factors included: gender, age, ethnicity, type of learning institution, self‐rating of online learning skills, effectiveness of learning online, online learning enjoyment, prejudicial treatment in traditional classes, and the number of online courses completed.

Notes

* Corresponding author. 2460 Wildflower Lane, Huntingtown, MD 20639, USA. Email: [email protected]

The 62.4% of overall variance accounted for was deemed to be satisfactory. Hair et al. (1998) state “… in the social sciences, where information is often less precise, it is not uncommon to consider a solution that accounts for 60% of the total variance (and in some cases even less) as satisfactory” (p. 104).

Additional information

Notes on contributors

Lin Y. Muilenburg

* Corresponding author. 2460 Wildflower Lane, Huntingtown, MD 20639, USA. Email: [email protected]