This paper examines how different groups of students report different obstacles to online learning, such as personal, social, technical, and instructional, along with different levels of retention measured through the intention to continue taking online courses. Cluster analysis was conducted to identify the underlying groups of students based on demographics and behavioral and perceptual
... [Show full abstract] variables related to the obstacles to online learning, and the intention to continue taking online courses as a measure of retention. A further examination of the derived groups revealed different student profiles and meaningful differences across these groups related to gender, marital status, age, login frequency, time spent at online learning, and obstacles to online learning such as lack of time, volume of coursework, technical problems, personal issues, and confusion/lack of understanding. Additionally, differences in the intention to continue taking online courses were found across all groups. The result suggests that different instructional and advising strategies might be used to minimize the effect of the obstacles in order to increase learning effectiveness in an online setting.