Michael Simonson

Development of a Standardized Test of Computer Literacy and a Computer Anxiety Index

Definitions of the three components of computer literacy and of computer anxiety were used in a nationwide survey of instructional computing educators to develop a list of seventy competencies of the computer-literate person. This list was used to develop an eighty-question multiple-choice examination. This test was divided into three parts, one part for each of the three components of the definition of computer literacy. Normative data were collected from 341 college students from six different universities. The examination was found to have a reliability estimate of .86. A computer anxiety index (CAIN) was also developed. This instrument was designed to be used to determine a persons level of computer anxiety. Normative data from 1943 students were collected. The CAIN was found to have a reliability of approximately .90. Both the eighty-item achievement test and the twenty-six item CAIN were sent to a nationwide selection of instructional computing specialists who evaluated them. This evaluation was used to revise the two tests. In summary, this article describes the process used to develop two examinations, an achievement test of computer literacy, and a computer anxiety index.

Theory and Distance Education: A New Discussion.

Theories guide the practice and research of distance education. Traditionally, theories of distance education have been derived from classical European or American models based on correspondence study. Recently, telecommunications systems have significantly altered the practice of distance education in the United States and have produced a uniquely American approach to this field. This has created the need for a new theory to guide the practice of distance education. This theory, called Equivalency Theory, is described and compared to the historical theories of distance education.

Distance Education Research: A Review of the Literature

Distance education is defined, the various approaches for effective research are summarized, and the results of major research reviews of the field are explained in this article. Additionally, two major areas of research are included—research on barriers to the adoption of distance education and research summaries that explain and support best practices in the field. This paper concludes with the summary statement that it is not different education, it is distance education; what is known about effectiveness in education is most often also applicable to distance education.

Equivalency theory and distance education

SummaryThe changing and diverse environment in which distance education is practiced has inhibited the development of a single theory upon which to base practice and research. A variety of theories have been proposed to describe classical distance education. They include theories that emphasize independence and autonomy of the learner, industrialization of teaching, and interaction and communication. These traditional theories emphasize that distance education is a fundamentally different form of education.

The Reduction of Computer Anxiety

AbstractThis study examined computer anxiety and its relationship to four areas: previous computer coursework, relaxation exercises, achievement in a computer course, and need for cognition, which is a personality variable. Subjects were college students in a semester-long introductory computer course that was part of a teacher preparation program. Computer anxiety was measured three times during the course using the Computer Anxiety Index. The relaxation treatment was a published muscle relaxation technique. Achievement was assessed using final lab and lecture grades assigned in the class. Need for cognition was measured using the Need for Cognition Scale, which was administered during the second week of the class. The course was effective in reducing computer anxiety in the last half of the semester. The relaxation treatment was not found to be effective in reducing computer anxiety. It was found that course grades were more strongly related to postcourse computer anxiety than to precourse computer anxi...

Designing Instruction for Attitudinal Outcomes

ConclusionAttitudinal outcomes should be a concern to the developer of teaching materials. Techniques likely to produce a favorable reaction in students should be identified, refined, and evaluated routinely as a part of the design and delivery of instruction process. It was readily apparent after studying the guidelines and research summarized in this article that type of media was only one of a number of variables that were found to influence attitudes. Media were primarily carriers of information in these studies. There was no “best medium” found for producing attitudinal outcomes. However, there probably is a “best approach” for the development of instruction that will maximize the likelihood of desirable attitudes being fostered in learners in a given situation. By critically applying the general guidelines listed above, the instructional developer should be well on the way to promoting attitudinal positions in students that are likely to contribute to a healthy, positive learning environment.

Attitude Change and Achievement: Dissonance Theory in Education.

AbstractCognitive dissonance theory assumptions were used in a formal program of attitude change in order to improve student attitude toward an instructional activity. Student achievement in this instructional activity was then measured to determine if achievement was influenced by student attitude toward instruction. Two hundred eighteen Ss were randomly assigned to one of three treatment groups. Analysis of variance tests were used to evaluate experimental hypotheses and an .05 level of significance was selected. Results demonstrated that it was possible to experimentally improve student attitudes toward the instructional activity ip .0001) by a camouflaged treatment requiring Ss to commit themselves on videotape. Achievement differences were not significant, but trends supported the hypotheses that achievement scores tended to be higher for students who had their attitudes toward course content experimentally improved while other variables were untreated.

Media and Attitudes: A Bibliography--Part 2

A continuation of the bibliography published in the Fall 1979 issue of ECU, this article presents an annotated bibliography of 73 reports of research on the impact of instructional media on attitude formation and change. The author also shares some general observations about the findings, including procedures most likely and least likely to produce the desired attitudinal outcomes.

Distance education: trends and redefinition

Distance Education has become widespread in the United States. Many have questioned the appropriateness of distance education when the research clearly demonstrates that most learners prefer to learn in traditional educational settings. Because of the availability of sophisticated telecommunications systems there has been a redefinition of distance education, and an attempt to use technology to make equivalent the experiences of all learners no matter when or where they learn. This paper discusses the redefinition of distance education and the philosophical position taken by many in the field.

Subliminal Messages, Persuasion, and Behavior Change

(1988). Subliminal Messages, Persuasion, and Behavior Change. The Journal of Social Psychology: Vol. 128, No. 4, pp. 563-565.