Student barriers to online learning: A factor analytic study

By L. Muilenburg, Zane L. Berge. 2005

1,128 citations recorded by the source corpus.

Subfields: Education, Gender Studies, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/63aa4c3191369d6a815bf473ac74800d46658d26

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Citations in the corpus

Factors influencing faculty satisfaction with online teaching and learning in higher education (2009, background): “However, Muilenburg and Berge (2005) have reported several barriers to online learning encountered by students.”
COVID-19 and E-Learning: the Challenges of Students in Tertiary Institutions (2020, background): “Muilenburg and Berge (2005) asserted that administrative issues, academic skills, social interactions, technical skills, learner motivation, time and support for studies, cost, and access to the internet and technical problems were some of the challenges associated with online learning.”
A review of predictive factors of student success in and satisfaction with online learning (2015, background): “Muilenburg and Berge (2005) examined perceived barriers to learning online for adult learners engaged in a variety of web-based learning settings (university courses, community college courses, business/corporate courses) using a self-report survey.”
Attrition and Achievement Gaps in Online Learning (2015, background): “An exploratory study of reasons for attrition of over 1,000 online students found eight relevant factors: academic and technical skills, learner motivation, time and support for studies, cost and access to the Internet, and technical problems [17].”
Improving (2018, neutral): “Технічні проблеми та низький рівень технічних навичок здобувачів є двома з восьми основних факторів, які, на думку дослідників ДН, мають найбільше значення та становлять значні перешкоди для онлайн-навчання [10].”
Evaluating intertwined effects in e-learning programs: A novel hybrid MCDM model based on factor analysis and DEMATEL (2007, background): “…or linear models (e.g. ANOVA, factor analysis and structural equation model) to find learner satisfaction or dissatisfaction via questionnaires or facial communications (Marks, Sibley, & Arbaugh, 2005; Moore, 1989; Muilenburg & Berge, 2005; Ng & Murphy, 2005; Sherry, Fulford, & Zhang, 1998).”
Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis (2019, background): “Some factors create barriers for online learning, such as administrative issues, social interaction, academic skills, technical skills, learner motivation, time and support for studies, technical problems, cost and access to the internet [6].”
Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent (2011, background): “Poor motivation has been identified as a decisive factor in contributing to the high dropout rates from online courses (Muilenburg & Berge, 2005).”
Problems Faced in Distance Education during COVID-19 Pandemic (2021, background): “…& İzmirli, 2020), parents (Apriyanti, 2020), teachers (Fauzi, Hermavan & Khusuma, 2020; Mailizar, Almanthari, Maulina & Bruce, 2020; Rasmitadila et al., 2020) and students (Botha, 2011; Guven, Kurum & Sağlam, 2012; Leontyeva; 2018; Mahmud, 2010; Muilenburg & Berge, 2005; Özüdoğru & Özüdoğru, 2017).”
Development of the human interaction dimension of the Self‐Regulated Learning Questionnaire in asynchronous online learning environments (2009, background): “Students reported that social interactions were the most important barriers they perceived (Muilenburg & Berge, 2005).”