STUDENT BARRIERS TO ONLINE LEARNING AS PREDICTORS OF PERCEIVED LEARNING AND ACADEMIC ACHIEVEMENT

Year 2022, Volume: 23 Issue: 2, 97 - 106, 30.03.2022

Zeliha Demır Kaymak Mehmet Baris Horzum

https://doi.org/10.17718/tojde.1096250

Cited By: 4

Abstract

This research investigates the effects of online learning barriers on students’ perceived learning and academic achievement. In this study, the barriers identified by Muilenburg and Berge in 2005 were used as online learning barriers. These are (1) administrative issues, (2) social interaction, (3) academic skills, (4) technical skills, (5) learner motivation, (6) time and support for studies, (7) cost and access to the Internet, and (8) technical problems. In addition to online learning barriers, gender and job status are other variables of the study. The research was conducted with 622 online learning students and designed on a quantitative cross-sectional survey model. The analysis results show that gender and job status affect both academic achievement and perceived learning. In terms of students’ online learning barriers, academic skills and learning motivation are predictors of academic achievement. In addition, academic skills and time and support for studies are predictors of perceived learning.

Keywords

Online learning, student barriers to online learning, perceived learning, academic achievement

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