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This study investigated the effects of course structure variables on the computer anxiety, confidence, and attitudes of pre- and in-service teachers. These course structure variables included the number of weeks the course met (course length) and the number of meetings per week (course frequency). Differences in course structure had significant effects on changes in the students' computer anxiety, confidence, liking, and perceptions of usefulness. With equivalent number of course hours, students in courses that met more times per week and that met over a longer time period had significantly greater changes in their computer anxiety, confidence, and attitudes. Implications of these findings include reconsideration of computer class configurations for teachers.

This article provides educators and instructional designers with a prescriptive model for the instructional motivation of adults. Adult learning theory has been integrated with John Keller's instructional motivation model to develop two motivational needs-assessment instruments. Results of research eliciting adults' perceptions of their motivational needs were analyzed. These results show that specific instructional strategies are perceived to be important for the motivation of adult learners. A prescriptive model for the instructional motivation of adult learners is presented. This model provides an important step in the integration of adult learning theory into the design of motivational instruction for adult learners.

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