Online Learning Barriers

Abstract

The impact of cognitive styles preference and of achievement motivation on the intensity of selected barrier perception in on-line learning was tested on 234 university level student sample. The results of the research don’t indicate statistically significant correlations between the achievement motivation and on-line learning barriers perception. The results also show very low correlation between the analytic-intuitive and category width cognitive styles and on-line learning barrier perceptions. The results indicate that students perceive limited opportunities to communicate face to face with classmates and the teacher as a barrier to on-line education. Students also perceived the typically text based study materials and on-line activities as potential barriers to on-line learning.