Lin Muilenburg’s research while affiliated with University of South Alabama and other places

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Publications (11)


mLearning and Individualized Learning
  • Conference Paper
  • Full-text available

October 2009

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75 Reads

Lin Muilenburg

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Table 1 . Total variance explained
Table 2 . Continued Factors
Table 3 . Priority of student barriers to online learning
Table 4 . Continued Barrier factors (from most to least important)
Table 5 . Barrier means by ability and confidence with online learning technology

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Student Barriers to Online Learning: A Factor Analytic Study

May 2005

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28,982 Reads

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1,235 Citations

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.




Table 1. 
Table 1. Demographic Survey Questions 
Table 2. Mean Barriers to Distance Education 
Barriers to distance education and training: Survey results

April 2002

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3,984 Reads

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88 Citations

A survey (n=2504) was conducted to help better understand and more systematically study the barriers to distance training and education. This study supplies evidence of not only what barriers there are in distance education, but the priority given to them by various stakeholders and at different stages of organizational maturity regarding distance education and training. Implications include: 1) recognition that it is common for the perceived barriers to be greater in the initial stages of organizational maturity in distance education and training, and 2) it should be expected that the ranking of which obstacles are most important to solve will change as distance training and education within the organization becomes mission-critical.


Designing Discussion for the Online Classroom

January 2002

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11 Reads

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3 Citations

The purpose of this chapter of the section is to provide some background information on “discussion teaching” as it relates to online discussion. Suggestions are made for a systematic design model that can be used in planning a course, or an individual lesson, that is based primarily on asynchronous, online discussion. The model, with some slight modifications, may also be used to design other types of technology-enhanced learning materials.


Table 2. Rank order of Factors Showing Perceived Barriers to Distance Education by Respondents in Higher Education at Each Stage of Organizational Level of Capability 
Obstacles faced at various stages of capability regarding distance education in institutions of higher learning

July 2001

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380 Reads

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78 Citations

TechTrends

Faculty compensation concerns and the lack of development and maintenance time are the greatest barriers to distance education across all organizational stages of capabilities. It may be that certain factors such as legal issues and evaluation, both of which show a steady increase from Stage 1 organizations to Stage 5 organizations, are the last to be tackled because other obstacles are more important in the earlier stages of maturity. The evidence from the responses to this survey indicates that there is a relationship between an organization’s level of capability in distance education and the barriers to distance education reported by respondents for some but not all barriers. Separately, we found evidence to support Moore’s assertions that barriers associated with


Barriers to Distance Education: A Factor-Analytic Study

January 2001

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11,040 Reads

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251 Citations

American Journal of Distance Education

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.


Table 1: Strongest Barriers to Distance Education Sorted by Job Function 
Table 2: Weakest Barriers to Distance Education Sorted by Job Function 
Barriers to distance education as perceived by managers and administrators: Results of a survey

January 2000

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1,355 Reads

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46 Citations

Cite as: Berge, Z.L. and Muilenburg L.Y. (2000). Barriers to distance education as perceived by managers and administrators: Results of a survey. In Melanie Clay (Ed.), Distance Learning Administration Annual 2000. It is becoming increasingly unusual to pick up a professional training or education journal without seeing articles concerning alternatives to in-person teaching and learning. Distance education is not new, but the new technologies used for delivery in recent decades have fueled different perspectives, methods, and debates than had been the case starting a century ago. The technologies used to deliver education at a distance have changed, and have also allowed a broader range of teaching methods to be used. Still, no one believes now, if ever they did, that this is a panacea. There are many barriers to successful distance education—some are new but many have plagued distance education since it was first conceived. A survey was conducted to help better understand and more systematically study these barriers. From a review of the literature, experience in various distance education settings, and discussions with distance educators, I hypothesized that several factors might affect the barriers that an individual perceives. This survey addressed six such factors: 1) work place (e.g., community college, government); 2) job function (e.g., support staff; manager, researcher, student); 3) type of delivery system used (e.g., audio-tape, computer conferencing, ITV); 4) expertise of the individual regarding distance education; 5) the stage of the respondent's organization with regard to capabilities in delivering distance education; and 6) the area in which the respondent primarily works (e.g., fine arts, engineering, education).



Citations (9)


... In this way, students are required to respond with arguments that are multifaceted and have multiple solutions, which is at the heart of increasing critical thinking skills. Muilenburg and Berge (2002) posit four types of thinking that promote discussion: critical thinking, higher order thinking, distributive thinking, and constructive thinking. These types of thinking are both hierarchical and interrelated and "[t]he level of student thinking is directly proportional to the level of questions asked" (Muilenburg & Berge, 2002, p. 12). ...

Reference:

Remote Community Engagement in Higher Education
Designing Discussion for the Online Classroom
  • Citing Chapter
  • January 2002

... The literature review presented in this article shows that virtual learning has contributed significantly to social change in higher education. This is done by providing new media for accessing new knowledge, encouraging communication between teachers and students, and among students themselves [10]. But it should be noted that teachers should not only be translators for new technologies. ...

Designing discussion questions for online, adult learning

... The demographic of students and adults who participated in some sort of online instruction is the focus of the studies on the obstacles of distance learning that are currently available. The following barriers can be identified as significant when analyzing the findings of these studies from the perspective of the topic of our work: resistance to change, uncertainty regarding the use of technology, inadequate familiarity with the potential of distance learning (Maquire, 2005), organizational changes, social interaction, a lack of technical skills, evaluation, administrative and legal issues (Berge & Muilenburg, 2003), to name a few. Teachers and other professionals must possess a solid understanding of this subject and focus their efforts on removing the obstacles and preventing overlap in the real-world situations. ...

Barriers to Distance Education: Perceptions of K-12 Educators

... Barriers to online learning have been investigated for more than two decades (for an example, see Fabry & Higgs, 1997). Two most comprehensive reports on research on barriers to online learning perceived by students were co-authored by Muilenburg & Berge (2004;2005). These authors identified as many as 45 potential student barriers that were grouped into the following 8 categories as a result of factor analysis: (1) administrative/instructor issues, (2) social interactions, (3) academic skills, (4) technical skills, (5) learner motivation, (6) time and support for study, (7) cost and access to the Internet, and (8) technical problems. ...

A Factor Analytic Study of Barriers Perceived by Students to Online Learning

... Concerning the former one, online learning inherently demands for students' autonomy and self-discipline. Online education entails self-directed learning, in contrast to face-to-face contexts where students can be supervised directly and guided immediately (Muilenburg & Berge, 2005). In addition, online education not only compelled students to be more independent but enhanced students' independence as well. ...

Student Barriers to Online Learning: A Factor Analytic Study

... The findings of Ndahi's (1999), Muilenburg and Berge's (2001), Butler and Sellbom's (2002), Anderson's (2003), and Morgan's (2003) studies showed that institutional support and encouragement and faculty training are essential factors for successful implementation of new technology in higher education teaching and learning environments. Also, these studies indicated that to successfully implement new technology in teaching and learning, educational institutions must address these barriers to faculty adoption. ...

Barriers to Distance Education: A Factor-Analytic Study

American Journal of Distance Education

... These barriers were identified by Muilenburg and Berge (2005) as administrative issues, social interaction, academic and technical skills, motivation, time and support, cost, and internet access. In addition, organizational resistance to change and lack of infrastructure (Muilenburg & Berge, 2000), rural schools and the geographical structure of these schools (Johnson & Strange, 2007) are stated as barriers to the distance education process. ...

Barriers to distance education as perceived by managers and administrators: Results of a survey

... Instrument and Procedures. The instrument was designed based on the studied literature and the obstacles identified in the previous studies (Assareh & Hosseini Bidokht, 2010;Berge et al., 2002;Muilenburg & Berge, 2001, 2005. The instrument was used for the purpose of a broader study that involved a more thorough study of distance learning on a sample of teachers and students. ...

Barriers to distance education and training: Survey results

... Communication barriers are inherent to the communication process and can be amplified in the context of distance communication, as seen in online and remote learning. Educational institutions have employed various strategies for online education, including asynchronous resources available on university websites and synchronous methods involving real-time video conferences or webinars, which transmit substantial data, audio, and video to remote students [31], [32]. ...

Obstacles faced at various stages of capability regarding distance education in institutions of higher learning

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