ERIC Number: EJ773558
Record Type: Journal
Publication Date: 2003
Reference Count: 17
Web-Based Instruction: Who Is Inclined to Resist It and Why?
Thompson, Lori Foster; Lynch, Brian J.
Journal of Educational Computing Research, v29 n3 p375-385 2003
Despite the potential benefits of Web-based Instruction (WBI), not everyone welcomes online learning opportunities. This study examined the psychological processes underlying opposition to WBI by collecting survey data from 257 learners enrolled in a large southeastern university. Results supported the hypothesis that those with weak Internet self-efficacy beliefs would be inclined to resist WBI (r = -0.29, p less than 0.001). As expected, those who lacked quality tools/equipment were also apt to oppose WBI (r = -0.13, p = 0.044), and Internet self-efficacy mediated this relationship, indicating that people with limited access to sufficient equipment were relatively unlikely to develop strong Internet self-efficacy beliefs and therefore tended to dislike WBI. Exploratory analyses revealed an association between gender and Internet self-efficacy, indicating that compared to women (M = 26.16, SD = 6.43) the men who were surveyed (M = 28.57, SD = 6.59) were significantly more likely to express confidence in their ability to organize and execute courses of Internet actions (t(255) = -2.77, p = 0.006). This article concludes with implications for online instructors and ideas for future research. (Contains 1 table.)
Descriptors: Internet, Web Based Instruction, Online Courses, Self Efficacy, Gender Differences, College Students, Student Attitudes, Access to Computers, Rating Scales, Attitude Measures, User Satisfaction (Information), Teaching Methods, Instructional Design, Educational Media, Resistance (Psychology), Psychological Patterns, Correlation
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A