Technology readiness, internet self‐efficacy and computing experience of professional accounting students

Abstract

ArticleTechnology readiness, internet self-efficacy and computing experience of professional accounting students Purpose -This study aims to assess the state of technology readiness of professional accounting students in Malaysia, to examine their level of internet self-efficacy, to assess their prior computing experience, and to explore if they are satisfied with the professional course that they are pursuing in improving their technology skills. Design/methodology/approach -A questionnaire was developed to collect data. The questionnaire was posted to the first 500 students registered for the Malaysian Institute of Certified Public Accountants' advanced stage examination in December 2005. A total of 110 usable questionnaires were used for data analysis.Findings -Based on the technology readiness index of Parasuraman and Rockbridge Associates Inc., the survey found that professional accounting students were neither highly techno-ready nor highly techno-resistant towards new technologies. The respondents were then classified into five categories, explorers (5 percent), pioneers (42 percent), skeptics (38 percent), paranoids (13 percent), and technology laggards (2 percent). Overall, the survey found that the respondents had moderate level of internet self-efficacy and computing experience. Practical implications -This study provides important insights for professional accounting bodies to intensify information communication technology (ICT) integration into accounting education curriculum and assessment policies. Accounting educators need to be innovative in teaching and in assessment strategies to integrate ICT effectively in campus. Originality/value -Scholarly study of professional accounting students and ICT is scant; this paper emerged to fill up a knowledge gap.

Understanding the Influence of Perceived Usability and Technology Self-Efficacy on Teachers’ Technology Acceptance

“…Other TAM researchers have found an influence of CSE on the TAM (Chen et al, 2002;Downey, 2006;Strong et al, 2006). TAM researchers have also evaluated the influence of users' e-learning self-efficacy (Grandon, Alshare, & Kwan, 2005;Park, 2009) and internet self-efficacy (Lai, 2008;Ma & Liu, 2007) on their technology acceptance. E-learning self-efficacy refers to the personal confidence in finding information and communicating with an instructor within the e-learning system and the necessary skills for using the system.…”

“…Internet self-efficacy focuses on how one believes he/she can accomplish (i.e., establish, maintain, and utilize) the Internet now or in the future (Lai, 2008). Ma and Liu (2007) argued that Internet self-efficacy is more than a judgment of one's capability of applying internet skills; it is a measure of individual specific skills in using an Internet browser.…”

Does Technology Readiness and Acceptance Induce more Adoption of E-Government? Applying the UTAUT and TRI on an Indonesian Complaint-Based Application

“…In the discussion about the acceptance of new information and technology system, (Jaafar et al, 2007), in service provision (Lai, 2007), and in education (Lai, 2008;Lai & Chong, 2007).…”

Discomfort in e-Learning: Does it Impact Learners?

“…Public universities in Malaysia are aggressively promoting the use of web-based learning or electronic learning (e-learning) for continuous professional development and distance education [2]. Allen and Presnal reported that technology is used in education because it could improve access to education [3].…”

“…According to Ming-Ming, discomfort refers to a perceived lack of control over technology and feeling lack of confidence in using the new technologies properly [2]. The discomfort situation always linked with lack of ICT skills among learners.…”