Personal Attributes Contributing to Computer Anxiety and Computer Self-Efficacy among Distance Learners

Autor/inn/en	Sultan, Sarwat; Kanwal, Frasat
Titel	Personal Attributes Contributing to Computer Anxiety and Computer Self-Efficacy among Distance Learners
Quelle	In: Bulletin of Education and Research, 39 (2017) 1, S.33-44 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0555-7747
Schlagwörter	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; Computer Anxiety Scale; NEO Five Factor Inventory + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Angst; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Employment experience; Job experience; Occupational experience; Berufserfahrung; Technisches Wissen; Zeit; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Collegestudent
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01