IMPACT OF MOBILE PHONE SELF-EFFICACY AND COMPUTER ANXIETY ON DISTANCE LEARNERS’ ATTITUDE TO ONLINE COURSES
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IMPACT OF MOBILE PHONE SELF-EFFICACY AND COMPUTER ANXIETY ON DISTANCE LEARNERS’ ATTITUDE TO ONLINE COURSES
Chapter One: Introduction
Background of the study
In the twenty-first century electronic age, the internet and multimedia formats have touched the majority of the world’s functional industries. The educational industry is undeniable.
However, the industry faces a number of obstacles in this area. One of them is computer-related anxiety. Howard (1986) defines computer anxiety as “when a person feels uncomfortable or anxious while using or being expected to interact with a computer.”
This study delves further into computer phobia and the effect of mobile phone self-efficacy on students’ attitudes towards online courses.
Mobile phone self efficacy refers to an individual’s confidence and judgement in their ability to use a mobile phone for a certain job.(Compareau and Higgins, 1995). It’s akin to computer efficacy. Only mobile phone self-efficacy may be investigated on a very intimate level.
There is a need to examine distance learners’ attitudes towards online courses. If the students hearing the lectures experience some level of computer anxiety, the aim of education will be defeated.
The purpose of this study is to look at how mobile phone self-efficacy and computer anxiety affect distance learners who have to attend some online courses.
The plot would go as follows: A sample amount of participants would be selected, and questions would be posed to them about taking online courses. Their responses would then indicate their level of anxiety while dealing with the computer and other multimedia computing devices.
1.2 Statement of the Research Problem
Computer anxiety is a key issue when delivering lectures to distant learners, and we want to see if mobile phone self efficacy may be utilised to mitigate the effects of computer anxiety.
This will allow us to plan for future uses of the internet to deliver teaching. This would objectively increase distance learners’ attitudes towards online learning.
RESEARCH QUESTIONS:
The study seeks to address the following research questions:
How often do you use the computer for learning?
Do you have any anxiety when interacting with a computer or mobile phone while taking an online lecture?
Is mobile phone self-efficacy helpful in minimising computer anxiety?
1.4 Hypotheses and Assumptions
To answer the research issues, the following testable null hypotheses were proposed:
Computers are often utilised to get educational instruction.
There is a degree of apprehension while using the computer for instructional purposes.
Mobile phone self-efficacy can help you overcome computer phobia.
1.5 GOALS OF THE STUDY
The aims include:
Determining with some level of accuracy the impact of computer anxiety on pupils
Finding techniques to assist pupils deal with their computer fear.
Improving mobile phone self-efficacy in students for online learning.
Objectives include:
In-depth examination of computer education
Examining prior research on compute anxiety and self-efficacy
Collecting replies from people to measure their level of anxiety and self-efficacy.
1.7 SCOPE OF THE STUDY
This study would draw on a sample of educators and students from various institutions around the state. These instructors and students would be given questionnaires regarding the hypotheses that had been established.
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