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Online learning has been extensively conducted to continue the academic activities in the universities transversely the realm during the pandemic instigated by COVID-19. Like other countries’ universities across the world, universities in a developing country such as Bangladesh are going through the online learning phenomenon. However, the current virtual platform of learning implies enormous challenges for undergraduates to participate in the online learning process due to numerous barriers. Thus, the current paper intends to examine barriers that intensify unwillingness to online education at the university level in the context of Bangladesh. Based on the underpinning theories of TAM3 and UTAUT, this study identified four major barriers such as financial, insufficient institutional support, technological, and individual. Furthermore, gender is considered as moderating variable in the model. To inspect such barriers along with the moderating variable, this study employs the Partial Least Squares (PLS) technique to estimate the measurement and structural model parameters and to generate the coexisting bootstrap assessments. The bootstrapping procedure has been initiated to test the statistical significance of the model parameter estimations. The findings confirm that technological, and insufficient institutional support barriers are statistically significant whereas the other two barriers have been revealed as non-significant to intensify learners’ reluctance to the online study. Furthermore, current findings also ratify no significant effect of gender as a moderating variable. Finally, this study augments specific policy implications for diverse stakeholders in current settings.

cogent education

Investigating the barriers that intensify undergraduates’ unwillingness to online learning during COVID-19: A study on public universities in a developing country