Course Structure Effects on Students' Computer Anxiety, Confidence and Attitudes

Abstract

This study investigated the effects of course structure variables on the computer anxiety, confidence, and attitudes of pre- and in-service teachers. These course structure variables included the number of weeks the course met (course length) and the number of meetings per week (course frequency). Differences in course structure had significant effects on changes in the students' computer anxiety, confidence, liking, and perceptions of usefulness. With equivalent number of course hours, students in courses that met more times per week and that met over a longer time period had significantly greater changes in their computer anxiety, confidence, and attitudes. Implications of these findings include reconsideration of computer class configurations for teachers.