Cognitive, affective, and behavioural responses to the introduction of internet-connected-computer requirement: a study among enrolling distance education students in a print-based environment

Abstract

A review of published papers on Internet-based education reveals that there are at least four obstacles to Internet-based teaching: institutional (for example,financial support from the university to develop the Internet technology), instructional (for example, time commitment by faculty in developing the course or the program), technical (for instance, equipment reliability), and personal (for example, faculty I student technological competence, and attitudes toward acceptance of the Internet) (Piotrowski & Vodanovich, 2000). This research deals with "personal" obstacles to Internet-based instruction. Specifically, the question, "What are the cognitive, affective, and behavioural responses of enrolling distance education students in a traditional print-based environment to the introduction of Internet-Connect ed-Computer Requirement (ICCR) " is addressed. An empirical analysis of surveyed belieft feelings, and intentions regarding ICCR suggests that even though students believe that ICCR will cost them money, they do recognise the importance of computing and Internet skills for employment. This results in students assimilating the negatives associated with ICCR and feeling positive or happy about the stimulus. It is suggested that print-based distance education providers adopt ICCR to compete with corporate universities such as Motorola