Personal Attributes Contributing to Computer Anxiety and Computer Self-Efficacy among Distance Learners
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| Title: | Personal Attributes Contributing to Computer Anxiety and Computer Self-Efficacy among Distance Learners |
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| Language: | English |
| Authors: | Sultan, Sarwat, Kanwal, Frasat |
| Source: | Bulletin of Education and Research. Apr 2017 39(1):33-44. |
| Availability: | Institute of Education and Research. University of the Punjab Quaid-i-Azam Campus, Lahore, 54590 Pakistan. e-mail: ber.ier@pu.edu.pk; Web site: http://pu.edu.pk/home/journal/32 |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Distance Education, Educational Technology, Technology Uses in Education, Anxiety, Self Efficacy, Student Attitudes, Gender Differences, Age Differences, Work Experience, Technological Literacy, Time, Computer Attitudes, Student Characteristics, Personality Traits, College Students |
| Assessment and Survey Identifiers: | Computer Anxiety Scale, NEO Five Factor Inventory |
| ISSN: | 0555-7747 |
| Abstract: | In distance learning, an internet-based learning has been developed as a learning platform for courses, and a distance learner's acquisition depends on his/her personal characteristics. Thus the present study was planned to investigate personal attributes of distance learners that may contribute to their levels of computer anxiety and computer self-efficacy. Five hundred distance learners completed Computer Anxiety Rating Scale and Computer Self-Efficacy Scale along with a personal variables sheet. Results indicated that (1) Computer anxiety is negatively associated with computer self-efficacy; (2) Female and older distance learners reported high computer anxiety and low self-efficacy; and (3)Computer anxiety and self-efficacy regressed upon work experience, computer handling experience, and total number of hours expended for computer work. Identifying these factors may help in designing and implementing learning environments that may better fit the students' needs at distance learning institutes. Though the findings have implications for educational setup, the study should be replicated with mixed-method to analyze the qualitative data as well. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1210233 |
| Database: | ERIC |
| Abstract: | In distance learning, an internet-based learning has been developed as a learning platform for courses, and a distance learner's acquisition depends on his/her personal characteristics. Thus the present study was planned to investigate personal attributes of distance learners that may contribute to their levels of computer anxiety and computer self-efficacy. Five hundred distance learners completed Computer Anxiety Rating Scale and Computer Self-Efficacy Scale along with a personal variables sheet. Results indicated that (1) Computer anxiety is negatively associated with computer self-efficacy; (2) Female and older distance learners reported high computer anxiety and low self-efficacy; and (3)Computer anxiety and self-efficacy regressed upon work experience, computer handling experience, and total number of hours expended for computer work. Identifying these factors may help in designing and implementing learning environments that may better fit the students' needs at distance learning institutes. Though the findings have implications for educational setup, the study should be replicated with mixed-method to analyze the qualitative data as well. |
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| ISSN: | 0555-7747 |
