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

Year 2022, Volume 23, Issue 2, 97 - 106, 30.03.2022
https://doi.org/10.17718/tojde.1096250

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.

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Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Zeliha DEMIR KAYMAK This is me (Primary Author)
SAKARYA UNIVERSITY
Türkiye


Mehmet Baris HORZUM This is me
SAKARYA UNIVERSITY
Türkiye

Publication Date March 30, 2022
Application Date February 14, 2021
Acceptance Date
Published in Issue Year 2022, Volume 23, Issue 2

Cite

APA Demır Kaymak, Z. & Horzum, M. B. (2022). STUDENT BARRIERS TO ONLINE LEARNING AS PREDICTORS OF PERCEIVED LEARNING AND ACADEMIC ACHIEVEMENT . Turkish Online Journal of Distance Education , 23 (2) , 97-106 . DOI: 10.17718/tojde.1096250