Computer Self-Efficacy, Anxiety, and Learning in Online Versus Face to Face Medium

Abstract

The purpose of this research is to examine the relationships between changes to computer selfefficacy (CSE) and computer anxiety and the impact on performance on computer-related tasks in both online and face-to-face mediums. While many studies have looked at these factors individually, relatively few have included multiple measures of these factors concurrently and assessed the effects over a period of time in a realistic environment. Transactional Distance Theory and previous research are used to develop a theoretical model integrating these factors. Transactional distance can be viewed as an outcome of the culture within an educational environment. As such the three transactional distance variables -structure, dialogue, and learner autonomy -may be measured by certain aspects of that culture. Describing the two mediums in terms of transactional distance allowed us to explore the interrelationships between the changes in CSE, Anxiety, and Performance in face-to-face and online classes.Data are drawn from students in a junior level Management Information Systems (MIS) class at a medium-size public University in the Southeast U.S.A. Classes in both mediums completed a real life computer-based project in which previously validated instruments are used to longitudinally measure perceptions of computer self-efficacy (CSE), computer anxiety, and transactional distance. Partial Least Squares (PLS), a structural equation modeling technique, is used to compare the results of these factors on performance in both the face-to-face and online mediums.The results show transactional distance was indeed acting as an anxiety-reducing mechanism.A comparison of differences between mediums suggests that the various aspects of transactional distance influence each differently. The findings highlight the importance of structure and innovation in the online medium while aspects of dialog were shown to be important in the face-toface medium. In effect, the interactive or emotive characteristics of transactional distance were more important in the face-to-face medium, while the structure and individual autonomy aspects were more influential in the online medium. Thus, one implication for face-to-face instructors is the need to continually maintain free-flowing dialog with the students to enhance learning. On the other hand, logical organization is very important in an online medium. Finally, the significance of the innovation component illustrates the importance of using new techniques and technologies to improve the interaction aspect of online education. Understanding these differences and implementing measures to accommodate these differences could increase teaching effectiveness and ultimately result in improvements in performance on computer-related tasks.Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are ...

Cognitive Loads in a Distance Training for Trainee Teachers

“…No other student characteristics significantly correlated with performance. These findings are consistent with previous research results on prior knowledge (McDonald and Stevenson, 1998;Stiller, 2003Stiller, , 2009Amadieu et al, 2009), intrinsic motivation (Fredericksen et al, 2000;Ali and Franklin, 2001;Aragon et al, 2001;Sankaran and Bui, 2001;Delialioglu, 2005;Waschull, 2005;Yukselturk and Bulut, 2007;Artino, 2008), computer attitude (Stiller, 2009, in press), and computer anxiety (Desai, 2001;Sam et al, 2005;Saadé and Kira, 2009;Hauser et al, 2012). The analyses of attitude toward computers and computer anxiety produced equivalent results, which reflects the redundancy of the measures as shown by the very high correlation between them.…”

“…Conversely, learners free of computer anxiety should experience less working memory load and thus be able to adequately process information and construct knowledge. In the literature, computer anxiety has been reported to directly affect computer self-efficacy, which influences the efficient use of a learning system and learning outcomes (Desai, 2001;Sam et al, 2005;Saadé and Kira, 2009;Hauser et al, 2012). Further evidence also exists that demonstrates the direct effects of computer anxiety on learning, communication, and performance (e.g., Fuller et al, 2006).…”

Student Teachers' Attitudes towards Blended Learning

“…This suggested that students comfort with Web-based technologies was related to their ability to communicate and learn effectively online. Indeed, studies (Hauser, Paul, Bradley, & Jeffrey, 2012;Vance, 2012) have reported on students' attitudes to technology and success in a blended learning environment. Also, students' positive attitudes towards online learning with regard to access to instructional content, taking responsibility for their learning, time management was positively related with online interaction with their peers and lecturers.…”

Dropout in an Online Training for Trainee Teachers

“…Learning activities and working on task solutions required the use of computers in their study, which when combined with negative attitudes and anxiety about the computer could lead to a higher cognitive load and even overload while learning, thus contributing to a student's decision to drop out. The student activities required in the studies of Hauser et al (2012) and Saadé and Kira (2009) also included a more intensive use of computers combined with more complex computer mediated communication and learning activities, whereas studying in the present study was mainly reduced to working offline through a paper-based script (we assumed that most trainee teachers printed the pdf files) or an on-screen presentation of non-interactive illustrated texts and then assessing learning success via recognition tests (i.e., multiple-choice tests). Paperbased and on-screen scripts are assumed to create lower levels of cognitive load because of the stable nature of the presentation.…”