Research Article
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Students' Barriers and Emotional Presence in Online Learning: A Canonical Correlation Analysis

Year 2024, Volume: 14 Issue: 1, 113 - 124, 29.04.2024

Zeliha Demir Kaymak

https://doi.org/10.19126/suje.1371963

Abstract

Addressing the barriers students face in online learning is critical to creating an inclusive, supportive, and practical educational experience that benefits many students. The aim of this study is to examine students' online learning barriers and emotional presence, which affect many variables in online learning environments, and the relationship between these variables. For this purpose, data was collected from 402 university students enrolled in the same course at a university. According to the data collected from the students, it can be said that the student's barriers to online learning are at a medium level for eight sub-factors ((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). Similarly, it was found that students' emotional presence in online learning is at an average level for Receiving Emotions (x̄=3,438) and Giving Emotions (x̄=2,994) factors. Canonical correlation analysis was used to show the relationship between student barriers and emotional presence. As a result of this analysis, it was concluded that the canonical correlation was low. It was observed that the factor that contributed the most to the significant model among student barriers was the factor of administrative/instructor issues, and the factor of receiving emotions factor was one of the emotional presence factors.

Keywords

online learning student barriers emotional presence

Ethical Statement

Ethics committee permission for this study was obtained from Sakarya University Educational Research and Ethics Committee with the decision dated 09.11.2022 and numbered 2022/12-19.

Supporting Institution

No specific grant was given to this research by funding organizations in the public, commercial, or not-for-profit sectors.

Thanks

I thank all the participants who contributed to this study.

References

  • Akpınar, M. (2019). Pedagojik Formasyon Öğrencilerinin Çevrimiçi Engelleri İle Transaksiyonel Uzaklık algısı Arasındaki İlişkinin İncelenmesi [Examining the Relationship Between Online Barriers and Transactional Distance Perception of Pedagogical Formation Students] [Unpublished masters’ thesis], Sakarya Universitesi, Sakarya.
  • Aljaraideh, Y., & Al Bataineh, K. (2019). Jordanian Students' Barriers of Utilizing Online Learning: A Survey Study. International Education Studies, 12(5), 99-108. Retrieved from: https://eric.ed.gov/?id=EJ1214274
  • Antonacopoulou, E. P., & Gabriel, Y. (2001). Emotion, learning and organizational change. Journal of Organizational Change Management.
  • Berry, W. D., & Feldman, S. (1985). Multiple regression in practice (No. 50). Sage.
  • Büyüköztürk, Ş. Kılıç-Çakmak, E. Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2023). Eğitimde Bilimsel Araştırma Yöntemleri [Scientific Research Methods in Education] (34th ed.). Pegem Akademi
  • Cleveland-Innes, M., Garrison, R., & Kinsel, E. (2007). Role adjustment for learners in an online community of inquiry: Identifying the challenges of incoming online learners. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 2(1), 1-16. https://doi.org/10.4018/jwltt.2007010101
  • Craney, T. A., & Surles, J. G. (2002). Model-dependent variance inflation factor cutoff values. Quality engineering, 14(3), 391-403. https://doi.org/10.1081/QEN-120001878 Dell, D. (2021). Emotional presence in community of inquiry: A scoping review and delphi study. [Unpublished doctoral dissertation]. Athabasca University. Retrieved from: https://dt.athabascau.ca/jspui/handle/10791/361
  • Demir Kaymak, Z., & Horzum, M. B. (2013). Relationship between online learning readiness and structure and interaction of online learning students. Educational Sciences: Theory and Practice, 13(3), 1792-1797. Retrieved from: https://eric.ed.gov/?id=EJ1017736
  • Fraenkel R. J. & Wallen E. N. (2006). How to Design and Evaluate Research in Education. McGraw-Hill, New York.
  • Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. Internet and Higher Education, 2(2–3), 87−105. https://doi.org/10.1016/S1096-7516(00)00016-6
  • Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The internet and higher education, 13(1-2), 5-9. https://doi.org/10.1016/j.iheduc.2009.10.003
  • Güngören, Ö. C., Erdoğan, D. G., & Uyanık, G. K. (2019, June). Uzaktan Eğitim Tezsiz Yüksek Lisans Öğrencilerinin Çevrimiçi Öğrenme Ortamında Yaşadıkları Zorluklar [Difficulties Experienced by Distance Education Non-Thesis Master's Students in the Online Learning Environment]. In Book of Proceedings ERPA Congress (p. 146-151). Sakarya, Turkiye.
  • Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2013). Multivariate Data Analysis. Essex, England.
  • Horzum, F. (2019). Çevrimiçi Öğrenmeye Yönelik Hazırbulunuşluk İle Algılanan Engeller Arasındaki İlişkinin İncelenmesi (Sakarya Üniversitesi Pedagojik Formasyon Örneği) [Examining the Relationship Between Readiness for Online Learning and Perceived Barriers (Sakarya University Pedagogical Formation Example)] [Unpublished masters’ thesis], Sakarya University.
  • Horzum, M. B., Kaymak, Z. D., & Gungoren, O. C. (2015). Structural equation modeling towards online learning readiness, academic motivations, and perceived learning. Educational Sciences: Theory & Practice, 15(3), 759-770. Retrieved from: https://eric.ed.gov/?id=EJ1067438
  • Horzum, M. B., Kaymak, Z. D., & Güngören, Ö. C. (2017). Çevrimiçi öğrenmede öğrenci engelleri ölçeği’nin Türkçe’ye uyarlanması: geçerlik ve güvenirlik çalışması [Adaptation of the Student Barriers Scale in Online Learning into Turkish: validity and reliability study]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(2), 61-84. Retrieved from: https://dergipark.org.tr/en/pub/auad/issue/34117/378443
  • İlgar, H. H., Demira, M. T., Kösea, M. K., Çelika, N., Kaymakb, Z. D., & Güngörenb, Ö. C. (2022). Üniversite Öğrencilerinin Çevrimiçi Öğrenmede Duygusal Buradalık Düzeyleri [Emotional Presence Levels of University Students in Online Learning]. In Book of Proceedings ERPA Congress (p. 193-200). Sakarya, Turkiye.
  • Kang, M., Kim, S., & Park, S. (2007, June). Developing Emotional Presence Scale for Measuring Students' Involvement during e-Learning process. In EdMedia+ Innovate Learning (pp. 2829-2832). Association for the Advancement of Computing in Education (AACE).
  • Keskin, S., & Ozsoy, A. N. (2004). Canonical correlation analysis and its application. Journal of Agricultural Sciences (Turkey), 10(1), 66-71. Retrieved from: https://agris.fao.org/search/en/providers/122624/records/6472416d08fd68d546002fb8
  • Kongül, R., & Toprak, E. (2023). Akademik Motivasyonu Etkileyen Faktörler: Çevrimiçi Öğrenmede Öğrenci Engelleri [Factors Affecting Academic Motivation: Student Barriers to Online Learning]. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 12(1), 328-345. https://doi.org/10.7884/teke.5616
  • Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36(1), 1-3. https://doi.org/10.1016/j.cedpsych.2010.11.004 Majeski, R. A., Stover, M., & Valais, T. (2018). The community of inquiry and emotional presence. Adult Learning, 29(2), 53-61. https://doi.org/10.1177/1045159518758696
  • Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance education, 26(1), 29-48. https://doi.org/10.1080/01587910500081269
  • O’regan, K. (2003). Emotion and e-learning. Journal of Asynchronous learning networks, 7(3), 78-92. Retrieved from: https://pdfs.semanticscholar.org/6512/4ed7a152be5d49930eeb834d3c2c96bd9881.pdf
  • Pekrun, R. (2000). A social-cognitive, control-value theory of achievement emotions. In J. Heck-hausen (Ed.), Motivational psychology of human development. Developing motivation and motivating development (pp. 143–163). New York, NY: Elsevier.
  • Sarsar, F. & Kısla, T. (2016). emotional presence in online learning scale: a scale development study. Turkish Online Journal of Distance Education, 17(3), 50-61. https://doi.org/10.17718/tojde.87040
  • Seferoğlu, S. S., Doğan, D., & Duman, D. (2011). Toplumsal buradalık algısı ve çevrimiçi ortamlarda bu algının arttırılması [Perception of social presence and increasing this perception in online environments]. In B.B Demirci, G. T. Yamamoto, & U. Demiray (Eds.) Türkiye’de e-öğrenme: Gelişmeler ve uygulamalar II [E-learning in Turkey: Developments and applications II] (pp. 37-60). Anadolu Üniversitesi, Eskişehir.
  • Sipahi, K. B. (2019). Mesleki açık öğretim lisesi öğrencilerinin uzaktan eğitime yönelik algıladıkları engeller ile tutumları arasındaki ilişkinin incelenmesi [Examining the relationship between the perceived obstacles and attitudes of vocational open education high school students towards distance education.] [Unpublished doctoral dissertation]. Sakarya Universitesi, Turkiye.
  • Srichanyachon, N. (2014). The barriers and needs of online learners. Turkish Online Journal of Distance Education, 15(3), 50-59. https://doi.org/10.17718/tojde.08799
  • Stenbom, S., Hrastinski, S., & Cleveland-Innes, M. (2016). Emotional presence in a relationship of inquiry: The case of one-to-one online math coaching. Online Learning, 20(1), 41-56. Retrieved from: https://eric.ed.gov/?id=EJ1096376
  • Stevens, J. P. (2009). Applied Multivariate Statistics for the Social Sciences. Taylor & Francis.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Boston, MA: pearson.
  • Tan, L. (2014). Correlational Study. In Thompson, W.F. (Ed.), Music in the Social andBehavioral Sciences: An Encyclopedia (pp. 269-271). Thousand Oaks: SAGE Publications.
  • Tyng, C. M., Amin, H. U., Saad, M. N., & Malik, A. S. (2017). The influences of emotion on learning and memory. Frontiers in psychology, 8, 235933. https://doi.org/10.3389/fpsyg.2017.01454
  • Weenink, D. (2003, August). Canonical correlation analysis. In Proceedings of the Institute of Phonetic Sciences of the University of Amsterdam (Vol. 25, pp. 81-99). Amsterdam: University of Amsterdam.

Year 2024, Volume: 14 Issue: 1, 113 - 124, 29.04.2024

Zeliha Demir Kaymak

https://doi.org/10.19126/suje.1371963

Abstract

References

  • Akpınar, M. (2019). Pedagojik Formasyon Öğrencilerinin Çevrimiçi Engelleri İle Transaksiyonel Uzaklık algısı Arasındaki İlişkinin İncelenmesi [Examining the Relationship Between Online Barriers and Transactional Distance Perception of Pedagogical Formation Students] [Unpublished masters’ thesis], Sakarya Universitesi, Sakarya.
  • Aljaraideh, Y., & Al Bataineh, K. (2019). Jordanian Students' Barriers of Utilizing Online Learning: A Survey Study. International Education Studies, 12(5), 99-108. Retrieved from: https://eric.ed.gov/?id=EJ1214274
  • Antonacopoulou, E. P., & Gabriel, Y. (2001). Emotion, learning and organizational change. Journal of Organizational Change Management.
  • Berry, W. D., & Feldman, S. (1985). Multiple regression in practice (No. 50). Sage.
  • Büyüköztürk, Ş. Kılıç-Çakmak, E. Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2023). Eğitimde Bilimsel Araştırma Yöntemleri [Scientific Research Methods in Education] (34th ed.). Pegem Akademi
  • Cleveland-Innes, M., Garrison, R., & Kinsel, E. (2007). Role adjustment for learners in an online community of inquiry: Identifying the challenges of incoming online learners. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 2(1), 1-16. https://doi.org/10.4018/jwltt.2007010101
  • Craney, T. A., & Surles, J. G. (2002). Model-dependent variance inflation factor cutoff values. Quality engineering, 14(3), 391-403. https://doi.org/10.1081/QEN-120001878 Dell, D. (2021). Emotional presence in community of inquiry: A scoping review and delphi study. [Unpublished doctoral dissertation]. Athabasca University. Retrieved from: https://dt.athabascau.ca/jspui/handle/10791/361
  • Demir Kaymak, Z., & Horzum, M. B. (2013). Relationship between online learning readiness and structure and interaction of online learning students. Educational Sciences: Theory and Practice, 13(3), 1792-1797. Retrieved from: https://eric.ed.gov/?id=EJ1017736
  • Fraenkel R. J. & Wallen E. N. (2006). How to Design and Evaluate Research in Education. McGraw-Hill, New York.
  • Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. Internet and Higher Education, 2(2–3), 87−105. https://doi.org/10.1016/S1096-7516(00)00016-6
  • Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The internet and higher education, 13(1-2), 5-9. https://doi.org/10.1016/j.iheduc.2009.10.003
  • Güngören, Ö. C., Erdoğan, D. G., & Uyanık, G. K. (2019, June). Uzaktan Eğitim Tezsiz Yüksek Lisans Öğrencilerinin Çevrimiçi Öğrenme Ortamında Yaşadıkları Zorluklar [Difficulties Experienced by Distance Education Non-Thesis Master's Students in the Online Learning Environment]. In Book of Proceedings ERPA Congress (p. 146-151). Sakarya, Turkiye.
  • Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2013). Multivariate Data Analysis. Essex, England.
  • Horzum, F. (2019). Çevrimiçi Öğrenmeye Yönelik Hazırbulunuşluk İle Algılanan Engeller Arasındaki İlişkinin İncelenmesi (Sakarya Üniversitesi Pedagojik Formasyon Örneği) [Examining the Relationship Between Readiness for Online Learning and Perceived Barriers (Sakarya University Pedagogical Formation Example)] [Unpublished masters’ thesis], Sakarya University.
  • Horzum, M. B., Kaymak, Z. D., & Gungoren, O. C. (2015). Structural equation modeling towards online learning readiness, academic motivations, and perceived learning. Educational Sciences: Theory & Practice, 15(3), 759-770. Retrieved from: https://eric.ed.gov/?id=EJ1067438
  • Horzum, M. B., Kaymak, Z. D., & Güngören, Ö. C. (2017). Çevrimiçi öğrenmede öğrenci engelleri ölçeği’nin Türkçe’ye uyarlanması: geçerlik ve güvenirlik çalışması [Adaptation of the Student Barriers Scale in Online Learning into Turkish: validity and reliability study]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(2), 61-84. Retrieved from: https://dergipark.org.tr/en/pub/auad/issue/34117/378443
  • İlgar, H. H., Demira, M. T., Kösea, M. K., Çelika, N., Kaymakb, Z. D., & Güngörenb, Ö. C. (2022). Üniversite Öğrencilerinin Çevrimiçi Öğrenmede Duygusal Buradalık Düzeyleri [Emotional Presence Levels of University Students in Online Learning]. In Book of Proceedings ERPA Congress (p. 193-200). Sakarya, Turkiye.
  • Kang, M., Kim, S., & Park, S. (2007, June). Developing Emotional Presence Scale for Measuring Students' Involvement during e-Learning process. In EdMedia+ Innovate Learning (pp. 2829-2832). Association for the Advancement of Computing in Education (AACE).
  • Keskin, S., & Ozsoy, A. N. (2004). Canonical correlation analysis and its application. Journal of Agricultural Sciences (Turkey), 10(1), 66-71. Retrieved from: https://agris.fao.org/search/en/providers/122624/records/6472416d08fd68d546002fb8
  • Kongül, R., & Toprak, E. (2023). Akademik Motivasyonu Etkileyen Faktörler: Çevrimiçi Öğrenmede Öğrenci Engelleri [Factors Affecting Academic Motivation: Student Barriers to Online Learning]. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 12(1), 328-345. https://doi.org/10.7884/teke.5616
  • Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36(1), 1-3. https://doi.org/10.1016/j.cedpsych.2010.11.004 Majeski, R. A., Stover, M., & Valais, T. (2018). The community of inquiry and emotional presence. Adult Learning, 29(2), 53-61. https://doi.org/10.1177/1045159518758696
  • Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance education, 26(1), 29-48. https://doi.org/10.1080/01587910500081269
  • O’regan, K. (2003). Emotion and e-learning. Journal of Asynchronous learning networks, 7(3), 78-92. Retrieved from: https://pdfs.semanticscholar.org/6512/4ed7a152be5d49930eeb834d3c2c96bd9881.pdf
  • Pekrun, R. (2000). A social-cognitive, control-value theory of achievement emotions. In J. Heck-hausen (Ed.), Motivational psychology of human development. Developing motivation and motivating development (pp. 143–163). New York, NY: Elsevier.
  • Sarsar, F. & Kısla, T. (2016). emotional presence in online learning scale: a scale development study. Turkish Online Journal of Distance Education, 17(3), 50-61. https://doi.org/10.17718/tojde.87040
  • Seferoğlu, S. S., Doğan, D., & Duman, D. (2011). Toplumsal buradalık algısı ve çevrimiçi ortamlarda bu algının arttırılması [Perception of social presence and increasing this perception in online environments]. In B.B Demirci, G. T. Yamamoto, & U. Demiray (Eds.) Türkiye’de e-öğrenme: Gelişmeler ve uygulamalar II [E-learning in Turkey: Developments and applications II] (pp. 37-60). Anadolu Üniversitesi, Eskişehir.
  • Sipahi, K. B. (2019). Mesleki açık öğretim lisesi öğrencilerinin uzaktan eğitime yönelik algıladıkları engeller ile tutumları arasındaki ilişkinin incelenmesi [Examining the relationship between the perceived obstacles and attitudes of vocational open education high school students towards distance education.] [Unpublished doctoral dissertation]. Sakarya Universitesi, Turkiye.
  • Srichanyachon, N. (2014). The barriers and needs of online learners. Turkish Online Journal of Distance Education, 15(3), 50-59. https://doi.org/10.17718/tojde.08799
  • Stenbom, S., Hrastinski, S., & Cleveland-Innes, M. (2016). Emotional presence in a relationship of inquiry: The case of one-to-one online math coaching. Online Learning, 20(1), 41-56. Retrieved from: https://eric.ed.gov/?id=EJ1096376
  • Stevens, J. P. (2009). Applied Multivariate Statistics for the Social Sciences. Taylor & Francis.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Boston, MA: pearson.
  • Tan, L. (2014). Correlational Study. In Thompson, W.F. (Ed.), Music in the Social andBehavioral Sciences: An Encyclopedia (pp. 269-271). Thousand Oaks: SAGE Publications.
  • Tyng, C. M., Amin, H. U., Saad, M. N., & Malik, A. S. (2017). The influences of emotion on learning and memory. Frontiers in psychology, 8, 235933. https://doi.org/10.3389/fpsyg.2017.01454
  • Weenink, D. (2003, August). Canonical correlation analysis. In Proceedings of the Institute of Phonetic Sciences of the University of Amsterdam (Vol. 25, pp. 81-99). Amsterdam: University of Amsterdam.
There are 34 citations in total.

Details

Primary Language English
Subjects Educational Technology and Computing
Journal Section Articles
Authors

Zeliha Demir Kaymak 0000-0002-9317-9198

Early Pub Date April 9, 2024
Publication Date April 29, 2024
Published in Issue Year 2024 Volume: 14 Issue: 1

Cite

APA Demir Kaymak, Z. (2024). Students’ Barriers and Emotional Presence in Online Learning: A Canonical Correlation Analysis. Sakarya University Journal of Education, 14(1), 113-124. https://doi.org/10.19126/suje.1371963
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