Barriers to Learning

for Students
in Online Courses
Alt-text available here

1. Lack of Social Connection

Students often say that they prefer face-to-face courses
because they miss social connections in online courses. They
report feeling disconnected from their peers and from me as
their instructor, and find that discussion forums and other tools
do not sufficiently approximate real-world conversations.

2. Technology Skills & Access

Some students have encountered problems with technology (lack
of reliable Internet connection, broken computers, etc.) and
others are unfamiliar with its use. This is especially true for
returning/nontraditional students and in situations when the
course requires them to use new technologies or programs.

3. Time and Interruptions

Students who take online courses may have other
responsibilities (such as work or parenting), and may lack time
or encounter interruptions to their learning. Some may also
lack the self-regulation skills to estimate how long a learning
activity may take and plan their schedules accordingly.

4. Lack of Clear Directions

There is an expectation in online learning that students will be able to
navigate the course, which may be organized differently than the
courses they have previously taken. When course organization and/or
assignment directions are unclear, students may struggle to know
where to find things or how to accomplish an activity or assignment.

5. Accessibility of Course Tools

Students with documented disabilities and learning differences have reported
challenges in accessing materials and activities within the LMS and using tools
included within online courses. Conditions affecting a students' vision, hearing,
cognition/executive functioning, affect, and motor abilities may limit a student's
access unless properly accounted for in the course design and delivery.

Infographic created by Jeni Dulek using Venngage

Reference: Muilenburg, L. Y. & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29-48.