Computer anxiety and attitudes toward using Internet in English language classes among Iranian postgraduate student teachers

This study was designed to investigate the level of computer anxiety and the overall attitudes of Iranian postgraduate student teachers toward using the Internet in English language classes. Using a stratified random sampling, 160 participants (64 males and 96 females) were selected to take part in the study. These respondents were English language teachers who were pursuing their studies in Teaching English as a Second Language (TESL), English Literature, and Linguistics in public universities of Malaysia. A three-part questionnaire consisting of demographic information, Computer Anxiety Rating Scale (CARS) and Internet Attitude Scale (IAS) was administered in the data collection process. A pilot test was also conducted to achieve the reliability of the instruments. In order to strengthen the results, a semi- structured interview was conducted as well. The results indicated that the level of computer anxiety and the attitudes of the respondents toward using the Internet were of a moderate level. The findings of the independent-sample t-test showed significant mean differences between males and females and their level of computer anxiety and also their attitudes toward using the Internet. In addition, findings of the Pearson correlation coefficient revealed a significant negative relationship between computer anxiety and the participants' attitude toward using the Internet in their English language classes. Meanwhile, responses gauged through interview also supported the above findings. In conclusion, to eliminate the computer anxiety of teachers and encourage them to use the Internet technology in their classes, they should be equipped with sufficient technology skills through training programmes which can convince them about the usefulness of technologies in their instruction and create positive attitudes when using technology in the teaching and learning process

Female Under-Representation in Computing Education and Industry - A Survey of Issues and Interventions

This survey paper examines the issue of female under-representation in computing education and industry, which has been shown from empirical studies to be a problem for over two decades. While various measures and intervention strategies have been implemented to increase the interest of girls in computing education and industry, the level of success has been discouraging. The primary contribution of this paper is to provide an analysis of the extensive research work in this area. It outlines the progressive decline in female representation in computing education. It also presents the key arguments that attempt to explain the decline and intervention strategies. We conclude that there is a need to further explore strategies that will encourage young female learners to interact more with computer educational games

Attitudes toward Computer, Computer Anxiety and Gender as determinants of Pre-service Science, Technology and Mathematics Teachers’ Computer Self-efficacy

The study investigated attitudes towards computer and computer anxiety as determinants of computer self-efficacy among 2100 pre-service science, technology and mathematics (STM) teachers from the University of Lagos of Nigeria using the quantitative research method within the blueprint of the descriptive survey design. Data collected were analysed using the descriptive statistics of percentages, mean, and standard deviation and inferential statistics of independent samples t-test, Pearson product moment correlation coefficient and multiple regression analysis. Finding revealed significant correlations between computer attitudes, computer anxiety and computer self-efficacy. Gender differences in attitude toward computer, computer self-efficacy and computer anxiety among pre-service STM teachers were significant. Affective component, perceived control component, and perceived usefulness component, behavioural intention component, gender, and computer anxiety made statistically significant contributions to the variance in pre-service STM teachers’ computer self-efficacy. The study recommended among others that academic institutions should pay more attention to this computer anxiety and adopt proper ways of reducing the computer anxiety, so that positive e-learning experiences can be created for pre-service STM teachers

IS PREVIOUS STUDENT COMPUTER EXPERIENCE RELATED TO THEIR ATTITUDES TOWARDS INTERNET USE?

In the recent past, university students were confined to traditional educational technologies such as chalkboards, papers and textbooks for pedagogical purposes. Institutions of higher learning in Uganda have provided Internet services to students, increasing their access to global resources through surfing, downloading and obtaining electronic materials. Students’ use of technology as a university provision should be explored in order to establish and meet their needs more effectively. This study was conducted in Kyambogo University in Uganda, to explore the impact of students’ previous computer experience on use of the Internet. Stratified random sampling technique was used to select a sample of 280 university students. The quantitative data, collected using a questionnaire, was analyzed descriptively using SPSS for frequencies, means standard deviation and cross tabulation. The qualitative data, collected using interviews, was analyzed using thematic analysis. The results corroborated each other, indicating a significant relationship between previous computer experience and students’ use of Internet. It was recommended that students be incentivized in order to develop positive attitudes towards use of e-technology; and learners be introduced to use of ICT at both primary and secondary levels of education.  Article visualizations

Latent segmentation of older adults in the use of social networks and e-banking services

Introduction. This study analyses heterogeneity in the online behaviour of elderly people. Previous research has centred on the socio-demographic segmentation of the elderly regarding their Internet use. Method. The novelty that this study adds is in determining this segmentation through variables that have been especially chosen for studies of the elderly and which are related to their utilitarian use of e-banking, compared to the more hedonic nature of using online social networks. Analysis. The sample was collected using 474 students over 55 years old enrolled in a class of experience in a University in the South of Europe (Spain). We use a latent class cluster model which is appropriate in situations of a posterior segmentation. Results. In dealing with such behaviour in situations of the elderly using these technologies, we have detected the presence of five groups or segments with highly differentiated use-related profiles concerning the variables analysed: venturesomeness, technology anxiety and selfconfidence in information and communication technologies use. Conclusion. We discover the existence of heterogeneity in the behaviour of the elderly regarding services available in Internet. The results support the idea proposed. The stereotype of the elderly cut off from technology is mistaken, as is shown by the different segments found

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

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 self-efficacy 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

The relationship between web enjoyment and student perceptions and learning using a web-based tutorial

Web enjoyment has been regarded as a component of system experience. However, there has been little targeted research considering the role of web enjoyment alone in student learning using web-based systems. To address this gap, this study aims to examine the influence of web enjoyment on learning performance and perceptions by controlling system experience as a variable in the study. 74 students participated in the study, using a web-based tutorial covering subject matter in the area of 'Computation and algorithms'. Their learning performance was assessed with a pre-test and a post-test and their learning perceptions were evaluated with a questionnaire. The results indicated that there are positive relationships between the levels of web enjoyment and perceived usefulness and non-linear navigation for users with similar, significant levels of system experience. The implications of these findings in relation to web-based learning are explored and ways in which the needs of students who report different levels of web enjoyment might be met are discussed

Gender differences in the ICT profile of University students : a quantitative analysis

This study responds to a call for research on how gender differences emerge in young generations of computer users. A large-scale survey involving 1138 university students in Flanders (Belgium) was conducted to examine the relationship between gender, computer access, attitudes, and uses in both learning and everyday activities of university students. The results show that women have a less positive attitude towards computers in general. However, their attitude towards computers for educational purposes does not differ from men’s. In the same way, being female is negatively related to computer use for leisure activities, but no relationship was found between gender and study-related computer use. Based on the results, it could be argued that computer attitudes are context-dependent constructs and that when dealing with gender differences, it is essential to take into account the context-specific nature of computer attitudes and uses