Course Structure Effects on Students' Computer Anxiety, Confidence and Attitudes

Abstract

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.

Internet anxiety: An empirical study of the effects of personality, beliefs, and social support

“…Organizations should therefore provide adequate resources, such as training. In addition, giving new users more time (to reduce pressure) and more attention from supervisors may reduce anxiety in a cost-effective way [41].…”

Length of online course and student satisfaction, perceived learning, and academic performance

“…According to Anastasi, studies of face-to-face courses suggest that, contrary to previous research, students tend to perform as well in abbreviated courses, and the belief that shortened courses are somehow inferior to full-semester courses is unfounded. Earlier research by Bohlin and Hunt (1995) found that student attitudes in a face-to-face traditional format course were more positive than student attitudes in an intensive shortened face-to-face format.…”

Diffusion of a telecommunication and computing innovation at Waldorf College

“…This supported the finding by Bohlin and Hunt (1995) that computer experience spread over time is more effective in reducing computer anxiety than an intensive short experience. Harris and Grandgenett (1996) looked at the impact anxieties and demographics had on telecomputing activity of educators.…”

“…Both found that computer experience reduced computer anxiety. While the studies by Bohlin and Hunt (1995) and Ayersman and Reed (1996) focused on other variables, their findings also indicated that increased experience with computers reduced anxiety. The research indicated that almost any computer experience reduced computer anxiety.…”

“…HAkkinen recommended that every effort should be made to provide computer experience to eliminate the detrimental effects of computer anxiety. Bohlin and Hunt (1995) conducted a study to determine the impact computer course structure had on students' computer anxiety, confidence and attitudes. This study advanced the studies on computer anxiety and computer experience by looking at specific attributes of computer experiences and their relationship to computer anxiety.…”