Distance Education Vol. 26, No. 1, May 2005, pp. 29–48 ISSN 0158-7919 (print); 1475-0198 (online)/05/010029–20 © 2005 Open and Distance Learning Association of Australia, Inc. DOI: 10.1080/01587910500081269 Student Barriers to Online Learning: A factor analytic study Lin Y. Muilenburg a * and Zane L. Berge b a University of South Alabama, USA; b University of Maryland, USA Taylor and Francis Ltd CDIE108109.sgm 10.1080/01587910500081269 Distance Education 0158-7919 (print)/1475-0198 (online) Original Article 2005 Open and Distance Learning Association of Australia, Inc. 26 1 000000May 2005 LinMuilenburg University of South Alabama2460 Wildflower LaneHuntingtonMD 20639USALin@muilenburgs.com This article reports on a large-scale (n = 1,056), exploratory factor analysis study that determined the underlying constructs that comprise student barriers to online learning. The eight factors found were (a) administrative issues, (b) social interaction, (c) academic skills, (d) technical skills, (e) learner motivation, (f) time and support for studies, (g) cost and access to the Internet, and (h) technical problems. Independent variables that significantly affected student ratings of these barrier factors included: gender, age, ethnicity, type of learning institution, self-rating of online learning skills, effectiveness of learning online, online learning enjoyment, prejudicial treatment in traditional classes, and the number of online courses completed. Introduction As the popularity of the Internet grows, so does the potential for online learning. A great deal of evidence exists showing that no significant differences should be expected regarding the effectiveness of well-designed online learning compared with well-designed in-person learning (Clark, 1983; Russell, 1999). Despite this, signifi- cant differences still exist in the way students perceive their online experiences during learning. To the extent that these students’ perceptions are negative regard- ing their past, present, or future online learning experiences, the students’ percep- tions may contribute to such outcomes as higher dropout rates (Carr, 2000), low motivation of students to learn (Maltby & Whittle, 2000), and lower student satis- faction with the learning experience (Kenny, 2003). Still, these outcomes are not true for all students, in all situations, and at all times. What causes individual differ- ences in outcomes for online learners? Research on individual differences among students is conducted to increase our ability to design instruction, to improve how we instruct, and to advise students. In * Corresponding author. 2460 Wildflower Lane, Huntingtown, MD 20639, USA. Email: Lin@muilenburgs.com