Barriers to Distance Education: A Factor-Analytic Study

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Barriers_to_Distance_Education.pdf (95.14 KB)

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https://www.tandfonline.com/doi/abs/10.1080/08923640109527081

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https://doi.org/10.1080/08923640109527081
 http://hdl.handle.net/11603/16395

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UMBC Education Department
UMBC Faculty Collection
UMBC Graduate School

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Date

2009-09-24

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journal articles preprints
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Citation of Original Publication

Muilenburg, Lin; Berge, Zane L.; Barriers to Distance Education: A Factor-Analytic Study; The American Journal of Distance Education. 15(2): 7-22 (2009); https://doi.org/10.1080/08923640109527081

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This item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
This is an original preprint of an article published by Taylor & Francis in on 24 Sep 2009, available online: http://www.tandfonline.com/https://doi.org/10.1080/08923640109527081.

Subjects

distance education
administrative structure
organizational change
technical expertise
social interaction and quality
faculty compensation and time
threat of technology
legal issues
evaluation/effectiveness
access
student‐support services
UMBC Instructional System Design

Abstract

This article reports on a large‐scale (n = 2,504), exploratory factor analysis that determined the underlying constructs that comprise barriers to distance education. The ten factors found were (1) administrative structure, (2) organizational change, (3) technical expertise, (4) social interaction and quality, (5) faculty compensation and time, (6) threat of technology, (7) legal issues, (8) evaluation/effectiveness, (9) access, and (10) student‐support services.