Computer Anxiety, Computer Self-efficacy and Attitudes towards the Internet of First Year Students at a South African University of Technology

Schlebusch, Carlie L.

doi:10.1080/18146627.2017.1341291

Cited by 62 publications

(58 citation statements)

References 17 publications

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“…Gender was found to strongly correlate with both computer anxiety and self-efficacy, with females exhibiting higher levels of both computer anxiety and self-efficacy as compared to male students. These results contradict previous studies conducted by Schlebusch (2018), Ong and Lai (2006) and Huffman, Whetten, and Huffman (2013). Significant gender differences were also found in the way L2 learners assess their digital competence skills and their level of satisfaction with the online component of their BL language course.…”

Section: Discussion and Pedagogical Implicationscontrasting

confidence: 99%

The Effects of Computer Anxiety and Self-Efficacy on L2 Learners’ Self-Perceived Digital Competence and Satisfaction in Higher Education

Katsarou

2021

Journal of Education and e-Learning Research

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Low computer anxiety (CA) and high computer self-efficacy (CSE) levels are important affective factors that promote students' academic success in the current digital era. In an effort to understand their role in successful and effective participation in online learning environments for language learning purposes, the study investigated their effect on 331 undergraduate L2 learners' self-reported assessments of their digital literacy skills and on the level of satisfaction they express with the online component of their English for Specific Purposes course in higher education in Greece. Data were gathered via four survey questionnaires that elicited relevant information on participants' digital literacy level, learner satisfaction, computer anxiety and selfefficacy respectively. Statistical analysis of the results revealed an overall adequate level of students' digital literacy skills and a high level of satisfaction with all aspects of the online module of the blended learning course. Females reported a lower level of CA and a higher level of CSE. CA was found to be the strongest predictor of learners' digital literacy skills assessments and CSE of learner satisfaction perceptions, resulting in overall higher IT use and positive attitudes to the course.

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Section: Discussion and Pedagogical Implicationscontrasting

confidence: 99%

The Effects of Computer Anxiety and Self-Efficacy on L2 Learners’ Self-Perceived Digital Competence and Satisfaction in Higher Education

Katsarou

2021

Journal of Education and e-Learning Research

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“…Many of the previously mentioned concerns can be addressed through the implementation of active learning strategies that encourage students to actively participate in the online course content (Schlebusch, 2018). Typically, active learning (AL) is not associated with any online or blended learning environment.…”

Section: Active Learning As Pedagogymentioning

confidence: 99%

Preparing Students for Success in a Changing World: The Role of Virtual Whiteboards in the Modern Classroom

Fuchs¹

2021

eqr

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Information communication and technologies (ICT) as a facilitator of active learning (AL) in higher education is becoming an increasingly important tool. One of the most significant developments with the use of ICT in higher education over the last decade has been the integration and application of e-learning systems to support the processes of teaching and learning. The implementation of ICT into the classroom should not be seen as merely an add-on, but should be included with purpose: meaningfully implemented based on pedagogy. Despite the suggested power of ICT in educating students for a modern future, the implementation of these technologies into the classroom is not as widespread as expected; debate still abounds as to what role ICT should play in the classroom. This research examined a variety of dependable attributes that assessed the engagement of undergraduate students (n1=87) through virtual whiteboards. This quantitative inquiry revealed that students perceived virtual whiteboards as beneficial for their learning and improved their engagement level in the classroom. Furthermore, a correlation between the level of engagement and the year of study was revealed as the primary implication of this research.

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“…Consistent with self-efficacy research, findings from various organisational settings and research in information systems have found CSE to be significantly associated with a wide range of cognitive, attitudinal and behavioural outcomes. CSE is found to be related to users' attitudes toward technology (Compeau et al, 1999), intentions to use technology (Hasan, 2007;John, 2013), and actual technology use (Sam et al, 2005;Schlebusch, 2018). Other studies such as Fabunmi and Awoyemi (2017), Karsten et al (2012), Liebenberg et al (2018), as well as Shank and Cotten (2014) have confirmed the influence of CSE on the acceptance and use of various ICT among youths across a wide range of settings and countries.…”

Section: Computer Self-efficacy and Use Of Social Media For Political Participationmentioning

confidence: 99%

Use of Social Media for Political Participation by Youths

Omotayo

Folorunso

2020

JeDEM

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This study investigated use of social media for political participation among youths in Oyo state, Nigeria; specifically, the types of social media used for political participation, the types of political activities social media are used for, as well as factors influencing use of the media for political participation. Survey research design was adopted for the study. Data was collected through questionnaire from 322 youths in three Nigerian universities. Findings reveal that social media was highly used by the youths for political participation. Facebook (98.8%) was found to be the most used, followed by Whatsapp (93.8%), Instagram (60.2%), Twitter (55.3%), and Yahoo Messenger (50.9%) respectively. Majorly, the youths used social media to participate in political advocacy (95.3%), political campaigns (91.9%), communicating with politicians (90.7%), political discussions (87.3%), monitoring and reporting electoral malpractices (85.1%), public consultations (80.4%), joining interest groups that engage in lobbying (64.9%), blogging about political issues (64.9%), and writing letters to public officials (51.2%). Perceived usefulness, perceived ease of use, subjective norms, and computer self-efficacy significantly influence use of social media for political participation, which suggests that these factors could be considered when promoting use of social media for political participation among youths. Given the growing popularity and penetration of social media and the way they influence peoples’ lives, the empirical findings of this study add to understanding how and why social media use will function in motivating citizens to be involved in political activities.

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Computer Anxiety, Computer Self-efficacy and Attitudes towards the Internet of First Year Students at a South African University of Technology

Cited by 62 publications

References 17 publications

The Effects of Computer Anxiety and Self-Efficacy on L2 Learners’ Self-Perceived Digital Competence and Satisfaction in Higher Education

The Effects of Computer Anxiety and Self-Efficacy on L2 Learners’ Self-Perceived Digital Competence and Satisfaction in Higher Education

Preparing Students for Success in a Changing World: The Role of Virtual Whiteboards in the Modern Classroom

Use of Social Media for Political Participation by Youths

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