INVESTIGATING PRESERVICE ENGLISH LANGUAGE TEACHERS’ LEVEL OF ONLINE LEARNING BARRIERS
Abstract
Although online learning could be perceived as a choice, it can become a necessity in time. This is the reason why teachers should also learn and practice online learning environments. Teaching English is already not easy because the use of the native language is minimal, and doing so online can be even more challenging. The aim of this study is to determine the levels of barriers to online learning among preservice English teachers. The Scale of Student Barriers Online Learning by Muilenburg and Berge (2005), adapted to the Turkish language and culture by Horzum et. al. (2017) was used in the study. 310 preservice English teachers participated in the study. Sub-factor averages, factor correlations were analyzed and diagnostic statistics about the study group were included. In the comparison of quantitative data, the t-test was used for variables with two sublevels and one-way ANOVA was used for variables with more than two sublevels. When the ANOVA test revealed a difference, Post-Hoc tests were used to determine the pairwise differences. The study concluded that the barrier factors that learners encounter in online learning environments are caused by the perceived structure, lack of interaction, and low levels of readiness for technology use.
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