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Open online learning provides new opportunities for students and teachers. However, research shows that completion rates in open online courses are typically low. This paper presents an empirical analysis of the degree of the barriers to open online learning. The respondents are teachers at the tertiary level in the Philippines who experienced a full distance online learning. Responses from 44 respondents were included in the analysis using an adapted survey questionnaire. The study reveals that Internet cost and access and technical problems are substantial barriers to open online learning while social interaction is somewhat of a barrier. It is concluded that infrastructure and technical accessibility are the priority considerations in online learning.
Marcial et al. (Wed,) studied this question.