The effects of computer-mediated communication anxiety on student perceptions of instructor behaviors, perceived learning, and quiz performance

From F2F to ERT: University Students’ Perception of Remote Learning During the First COVID-19 Lockdown

“…dissatisfying, thus creating a socializing interaction proves to be essential for student satisfaction (Allen et al, 2019). The lack of teacher social presence and immediate feedback can trigger computer-mediated communication anxiety (CMCA), which can, conversely, influence learners' perceptions of instructor credibility, online teaching presence, and learning outcomes (Wombacher et al, 2017). Additionally, students expect to be informed on their progress and 'they like to contextualize what they are learning by applying the information in real life' (Ally, 2008: 29).…”

“…Several studies (e.g. Saadé and Kira, 2009;Sun, 2014;Shapiro et al, 2017) suggest that approximately one third of learners experience some level of anxiety or unease in relation to online learning or perceive their learning during an online course as less effective compared to the traditional classroom model (Muilenburg and Berge, 2005;Wombacher et al, 2017). While low levels of stress or anxiety may stimulate motivation and performance, high levels have a negative impact on motivation, engagement levels and academic achievement (Heckel and Ringeisen, 2019).…”

OLJ December 2021 25(4)

“…However, despite the effort devoted to anxiety in the online environment, there is an absence of an instrument that is theoretically based and psychometrically sound to assess students' anxiety that is mainly caused by characteristics of online courses as a new instruction manner. For instance, different ways of communication (Wombacher et al, 2017) or novel forms of online tasks (Martin & Valdivia, 2017) might induce new challenges for students. Thus, to better serve students in the online setting, as well as researchers and instructors in online education, it is important to develop an instrument measuring online course anxiety to enrich our understanding of the sources of students' online course anxiety and possible approaches to reduce it.…”

When Academic Technology Fails: Effects of Students’ Attributions for Computing Difficulties on Emotions and Achievement

“…Both general and application-specific computer self-efficacy has been found to correlate negatively with computer anxiety (Hasan 2006;Johnson 2005), with computer anxiety corresponding more strongly with computer self-efficacy than computer use or experience (Wilfong 2006). Overall, whereas the extensive existing literature on computer anxiety clearly indicates significant relationships with student learning experiences and achievement (Huang and Mayer 2016;Wombacher et al 2017), there exists little research on additional academic computing emotions and importantly, how technological problems influence such emotions.…”