Computer anxiety and learner characteristics: Their role in the participation and transfer of Internet training
Margaret Ann Chmielewski, Wayne State University, United States
Wayne State University . Awarded
The purpose of this study was to examine the role that computer anxiety, computer experience, and learner characteristics including age, gender, education, disability, and geographic location play in the participation in Internet training and the transfer of Internet training. Transfer of training was divided into four categories; knowledge of e-mail, knowledge of Web, use of e-mail, and use of Web. The study focused on working adults who represented a range of characteristics.
On the whole, neither computer anxiety nor computer experience were factors in the participation in Internet training. Both were, however, significant factors in the use of e-mail and the use of Web. Results showed a significantly higher mean CARS score and a significantly higher mean hands-on anxiety score for those who use the Web less often as well as for those who use e-mail less often The analysis also indicated that a lack of computer experience inhibits both the use of e-mail and the use of the Web. The research did not support gender differences in computer anxiety and its subscales nor in computer experience. However, 4 of the 5 respondents who rated themselves with high CARS scores were women.
Those respondents with a disability have a significantly lower score on the CEQ than those persons without a disability. The differences may be attributable to access to assistive technology with which to gain experience.
Outlying areas of the state that are rural used e-mail significantly more often, had significantly more knowledge of e-mail, had significantly more knowledge of the Web, and had significantly more experience with computers. This could be perhaps in part because the rural respondents depend more on technology due to distances.
More people who participated in the Internet training use e-mail significantly more often, use the Web significantly more often, have significantly higher know e-mail scores, and have significantly higher know Web scores than those who did not participate in the training. This is an important relationship that indicates that participation in training actually provides results.
The analysis indicates that males have significantly more knowledge of the Web and use the Web more than females. People over the age of 55 use the Web significantly less than any other age group. Those with more education used the Web more often and had higher knowledge of Web scores.
While those that participated in the Internet training used and know more about the Internet, usage and knowledge patterns are still quite low. Access to technology may be an inhibiting factor.
Chmielewski, M.A. Computer anxiety and learner characteristics: Their role in the participation and transfer of Internet training. Ph.D. thesis, Wayne State University.
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Cited ByView References & Citations Map
Loay Alnaji, Al Ain University of Science and Technology; Hanadi Salameh, Middle East University; Esra'a Al Khatib, Brunei University; Suzan Yousef, Jordan University
Journal of e-Learning and Knowledge Society Vol. 10, No. 3 (Sep 30, 2014)
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