Keyword

computer self-efficacy online learning readiness computer-related technology dependence

Abstract

The study investigated undergraduates’ computer self-efficacy, computer-related technology dependence and their online learning readiness. It adopted a correlational study and using simple random sampling technique 129 first year undergraduates were sampled. Major findings indicated that male undergraduates have higher mean scores in computer self-efficacy and online readiness than female students, while females had slightly higher mean scores in computer related technology dependence. Gender significant differences occurred only in computer self-efficacy. Self-efficacy increased significantly with years of experience. However, students’ years of use of computer did not account for significant differences in computer-related technology dependence and their online learning readiness. There was significant relationship between computer self-efficacy, and computer-related technology dependence of undergraduates (r=.323, p<.05). Computer self-efficacy also significantly correlated with students online-readiness (r=.330, p<.05). Positive correlation occurred between students’ computer-related technology dependence and their online readiness (r=.273, p<.05). Computer self-efficacy and computer-related technology dependence predicted students’ online learning readiness. It was recommended that stakeholders should endeavour to provide the computer facilities; train students; build up their computer self-efficacies; and to motivate female undergraduate students in the use o


Full Text : PDF

References
  • Aydin, C. H., & Tasci, D. (2005). Measuring readiness for e-learning: Reflections from an 
  • emerging country. Educational Technology & Society, 8 (4), 244-257.
  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior. New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bandura, A. (2000). Cultivate self-efficacy for personal and organizational effectiveness. 
  • In E. A. Locke (Ed.), Handbook of Principles of Organization Behavior. Oxford, UK: Blackwell
  • Bandura, A., Barbaranelli, C., Capara, G. V. & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children’s aspirations and career trajectories. Child Development, 72, (1), 187-206.
  • Barbeite, F. G, & Weiss, E. M. (2004). Computer self-efficacy and anxiety scales for an Internet sample: testing measurement equivalence of existing measures and development of new scales. Computers in Human Behavior 20 (2004) 1–15.
  • Bauer, W. I. (2003). Gender differences and the computer self-efficacy of pre-service music teachers. Journal of Technology in Music Learning, 2, (1),9-15.
  • Brosnan, M. J. (1998). The impact of computer anxiety and self-efficacy upon performance. Journal of Computer Assisted Learning, 14, 223-234.
  • Chou C., Condron, L. & Belland, J. C. (2005). A review of the research on internet addiction. Educational Psychology Review, 17,(4), 363-388.
  • Cintrón, R. & Lang, J. R. (nd). Preparing students for online education: A case study of a readiness module
  • Doyle, E., Stamouli, I.  & Huggard, M.  (2005). Computer anxiety, self-efficacy, computer experience: An investigation throughout a Computer Science degree. A paper presented at the 35th ASEE/IEEE Frontiers in Education Conference Indianapolis, IN.
  • Ekizoglu, N. & Ozcinar, Z. (2010). The relationship between the teacher candidates’ computer and internet based anxiety and perceived self-efficacy. Procedia Social and Behavioral Sciences, 2 (2010) 5881–5890.
  • Galpin, V., Sanders, I., Turner, H. & Venter, B. (2005). Gender and educational background and their effect on computer self-efficacy and perceptions. http://www.cs.wits.ac.za/
  • Galy, E., Downey, C., & Johnson, J. (2011). The effect of using e-learning tools in online and campus-based classrooms on student performance. Journal of Information Technology Education, 10, 209-229.
  • Hall, S. & Vance, E. A. (2010). Improving self-efficacy in Statistics: Role of self-explanation and feedback. Journal of Statistics Education, 18, (3), 1-22.
  • Hong, J., Chiu, P., Shih, H. & Lin, P. (2012). Computer self-efficacy, competitive anxiety and flow state: Escaping from firing online game. The Turkish Online Journal of Educational Technology, 11, (3), 70-76.
  • Hung, M. Chou, C., Chen, C., & Own, Z. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55, 1080–1090.
  • Hsiao, C.,  Lin, Y., &  Tu, Y. (2010). Gender differences in computer experience and computer self-efficacy among high school teachers. The Second Asian Conference on Education Official Conference Proceedings, Osaka, Japan.
  • Khorrami-Arani, O. (2001). Researching computer self-efficacy. International Education Journal 2,( 4),17-24 http://www.flinders.edu.au/education/iej
  • James, D. (nd). Refining the scope in computer self-efficacy relationships: An empirical comparison of three instruments in predicting competence and attitudes
  • Lunenburg, F. C. (2011).  Self-Efficacy in the workplace: Implications for motivation and performance. International Journal of Management, Business, and Administration,14, (1), 1-6.
  • Min-Hsun, S. & Pey-Chewn, D. (2012). EFL learners’ language learning strategy use and perceived self-efficacy. European Journal of Social Sciences, 27, (3), 335-345.
  • Shu, Tu & Wang (2011): The Impact of Computer Self-Efficacy and Technology 
  • Dependence on Computer-Related Technostress: A Social Cognitive Theory Perspective. International Journal of Human-Computer Interaction, 27 (10), 923-939.
  • Salau, M. O. (2012). ICT in schools: Policy, practice, achievement and challenges. . In U. M. O. Ivowi and B. B. Akpan (Eds). Education in Nigeria: From beginning to the future. Lagos: Foremost Educational Services Ltd.
  • Sam, H. K., Othman, A. E. A., & Nordin, Z. S. (2005). Computer self-efficacy, computer anxiety, and attitudes toward the internet: A Study among Undergraduates in Unimas. Educational Technology & Society, 8 (4), 205-219.
  • Schreurs, Sammour & Ehlers (nd). ERA - e-learning readiness analysis: A eHealth case study of e-learning readiness.
  • Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3 & 4), 207-231.
  • Siegle, D. & McCoach, D. B. (2007). Increasing student mathematics self-efficacy through teacher training. Journal of Advanced Academics, 18, (2), 278-312.
  • Simsek, A. (2011). The relationship between computer anxiety and computer self-efficacy.  Contemporary Educational Technology, 2(3), 177-187.
  • Smith, P. J. (2005). Learning preferences and readiness for online learning. Educational Psychology, 25, (1), 3-12.
  • Stajkovic, A. D. & Luthans, F. (1998). Self-efficacy and work-related performance: A meta-analysis. Psychological Bulletin, 124, (2), 240-260. 
  • Vekiri, I., & Chronaki, A. (2008). Gender issues in technology use: Perceived social support, computer self-efficacy and value beliefs, and computer use beyond school. Computers & Education, 51, 1392–1404
  • Zimmerman, B. J. (2000).Self-efficacy: An essential motive to learn. Contemporary Educational Psychology 25, 82–91.
  • Zulkosky, K. (2009). Self-efficacy: A concept analysis. Nursing Forum, 44, (2), 93-102