At the new knowledge economy era, knowledge and human have become the important asset in the enterprise. The enterprise looks upon knowledge management and e-leaning as important development. Progressing in information technology, it provides the best environment to permit enterprise putting much of knowledge and resource in internet. Internet can spread rapidly without limit and reduce the learning time and distance, as less as we can not feel the time and distance exist. E-learning is very important in educational discipline of enterprise and should be a learning fashion in future. In the commercial competition environment that we pay much attention to cost and performance, enterprise must reduce learning cost and enhance learning effectiveness for e-learning development in the enterprise. The purpose of this study is to understand the relationship among of self-directed learning readiness, computer attitude and e-learning effectiveness. The procedures of this study are to adopt the literature analysis and empirical study. First, to build the theoretical basis we must analyze the relative and practical research of the elder learner of domestic and foreign scholars, including reference of the theory and relative practical research of the e-learning, learning effectiveness, self-directed learning readiness and computer attitude. Second, we developed the research questionnaire according to the theoretical basis. Our study object is the employees who participate in e-learning at Taiwan Power Company and we attain the 401 effective samples. Putting the data into the statistical analysis, we induce the research result. Finally, according to the research result we achieve the following eight important conclusions. First, business employees who spent much time on surveying internet every week have higher self-directed learning readiness. Second, with the different individual varies such as less age, higher education degree, fewer service seniority, spending much time on surveying internet every week, the computer attitude is higher. Third, there are no difference for the trainers who have different individual varies on e-learning effectiveness. Fourth, both of the self-directed learning readiness and computer attitude are positive relations for the trainers. Fifth, both of the self-directed learning readiness and e-learning effectiveness are positive relations for the trainers. Sixth, both of the computer attitude and e-learning effectiveness are positive relations for the trainers. Seventh, continuing to love learning of self-directed learning readiness is the most predictable to the computer attitude for the trainers. Eighth, independant learning of self-directed learning readiness is the most predictable to the e-learning effectiveness for the trainers.

This research project examined the diffusion of change within one Victorian TAPE Institute by engaging action research to facilitate implementation of e-mail technology. The theoretical framework involving the concepts of technology innovation and action research was enhanced with the aid of Rogers's (1983) model of the diffusion of the innovation process. Political and cultural factors made up the initiation phase of innovation, enabling the research to concentrate on the implementation phase of e-mail Roger's (1983) model also provided adopter categories that related to the findings of a Computer Attitude Survey that was conducted at The School of Mines and Industries Ballarat (SMB), now the University of Ballarat—TAPE Division since amalgamation on 1st January 1998. Despite management rhetoric about the need to utilise e-mail, Institute teaching staff lacked individual computers in their work areas and most were waiting to become connected to the Internet as late as 1997. According to the action research reports, many staff were resistant to the new e-mail facilities despite having access to personal computers whose numbers doubled annually. The action research project became focussed when action researchers realised that e-mail workshop training was ineffective and that staff required improved access. Improvement to processes within education through collaborative action research had earlier been achieved (McTaggart 1994), and this project actively engaged practitioners to facilitate decentralised e-mail training in the workplace through the action research spiral of planning, acting, observing and reflecting, before replanning. The action researchers * task was to find ways to improve the diffusion of e-mail throughout the Institute and to develop theoretical constructs. My research task was to determine whether action research could successfully facilitate e-mail throughout the Institute. A rich literature existed about technology use in education, technology teaching, gender issues, less about computerphobia, and none about 'e-mailphobia \ It seemed appropriate to pursue the issue of e-mailphobia since it was marginalised, or ignored in the literature. The major political and cultural influences on the technologising of SMB and e-mail introduction were complex, making it impossible to ascertain the relative degrees of influence held by Federal and State Governments, SMB's leadership or the local community, Nonetheless, with the implementation of e-mail, traditional ways were challenged as SMB's culture changed. E-mail training was identified as a staff professional development activity that had been largely unsuccessful. Action research is critical collaborative inquiry by reflective practitioners who are accountable for making the results of their inquiry public and who are self-evaluating of their practice while engaging participative problem-solving and continuing professional development (Zuber-Skerritt 1992, 1993). Action research was the methodology employed in researching e-mail implementation into SMB because it involved collaborative inquiry with colleagues as reflective practitioners. Thoughtful questions could best be explored using deconstructivist philosophy, in asking about the noise of silence, which issues were not addressed, what were the contradictions and who was being marginalised with e-mail usage within SMB. Reviewing literature on action research was complicated by its broad definition and by the variability of research (King & Lonnquist 1992), and yet action research as a research methodology was well represented in educational research literature, and provided a systematic and recognisable way for practitioners to conduct their research. On the basis of this study, it could be stated that action research facilitated the diffusion of e-mail technology into one TAPE Institute, despite the process being disappointingly slow. While the process in establishing the action research group was problematic, action researchers showed that a window of opportunity existed for decentralised diffusion of e-mail training,in preference to bureaucratically motivated 'workshops. Eight major findings, grouped under two broad headings were identified: the process of diffusion (planning, nature of the process, culture, politics) and outcomes of diffusion (categorising, e-mailphobia, the survey device and technology in education). The findings indicated that staff had little experience with e-mail and appeared not to recognise its benefits. While 54.1% did not agree that electronic means could be the preferred way to receive Institute memost some 13.7% admitted to problems with using the voice answering service on telephones. Some 43.3% thought e-mail would not improve their connectedness (how they related) to the Institute. A small percentage of staff had trouble with telephone voice-mail and a number of these were anxious computer users. Individualised tuition and peer support proved helpful to individual staff whom action researchers believed to be 'at risk', as determined from the results of a Computer Attitude Survey. An instructional strategy that fostered the development of self-regulation and peer support was valuable, but there was no measure of the effects of this action research program, other than in qualitative terms. Nevertheless, action research gave space to reflect on the nature of the underlying processes in adopting e-mail. Challenges faced by TAPE action researchers are integrally affected by the values within TAPE, which change constantly and have recently been extensive enough to be considered as a 'new paradigm'. The influence of competition policy, the training reform agenda and technologisation of training have challenged traditional TAPE values. Action research reported that many staff had little immediate professional reason to use e-mail Theoretical answers were submerged beneath practical professional concerns, which related back to how much time teachers had and whether they could benefit from e-mail. A need for the development of principles for the sound educational uses of e-mail increases with the internationalisation of education and an increasing awareness of cultural differences. The implications for conducting action research in TAPE are addressed under the two broad issues of power and pedagogy. Issues of power included gaining access, management's inability to overcome staff resistance to technology, changing TAPE values and using technology for conducting action research. Pedagogical issues included the recognition of educational above technological issues and training staff in action research. Finally, seventeen steps are suggested to overcome power and pedagogical impediments to the conduct of action research within TAPE. This action research project has provided greater insight into the difficulties of successfully introducing one culture-specific technology into one TAPE Institute. TAPE Institutes need to encourage more action research into their operations, and it is only then that -we can expect to answer the unanswered questions raised in this research project.

No description available.

The purposes of this study were threefold: (1) to examine the effects of time spent on CAI on student attitudes, (2) to examine the effects of time spent on CAI among ability groups, and (3) to determine whether initial attitudes would be maintained throughout a school year, and if not, determine variables associated with an attitude shift.

在資訊化的潮流下，使用簡易的資訊應用系統已成為現代國民所不可或缺的能力，而良好的電腦態度與電腦知能將會加強人們運用資訊科技的能力，所以瞭解影響個人電腦態度與電腦知能的因素乃為現今不容忽視的重要課題。目前國內外的研究，在性別、年齡、學科別對電腦態度與電腦知能的影響方面，已有相當的研究成果展現，但在個別背景因素方面的研究則尚未有整體的概念，同時也少有資訊教育影響的研究。在資訊教育方面，目前國內從國小到高中階段，有適當規劃資訊教育的學校仍屬少數，在大學中則大多皆有規劃適當的資訊教育課程及提供良好的環境，故本研究乃以大學生為研究對象。因此本研究將以大學生為對象，探討個別背景因素及大學資訊教育對大學生的電腦態度與電腦知能的影響，以期從教育及家庭社會功能方面來增進學生良好的電腦態度與電腦知能。 本研究經過文獻探討後，以電腦焦慮、電腦信心、電腦喜好、電腦有用性來衡量電腦態度；以一般性電腦知能、專業性電腦知能來衡量電腦知能。於本研究中，採用問卷調查法，分別對政治大學及中央大學的學生發放問卷，回收後整理賀料並進行統計分析，以瞭解個別背景因素、大學資訊教育因素對學生電腦態度與電腦知能之影響。 研究結果顯示，接觸電腦的時間愈長、獲得電腦知識的管道愈多、常使用電腦從事的活動種類愈多、擁有自己的電腦，則學生會有較好的電腦態度與電腦知能。而家人、同學或親戚朋友對受試者的影響，主要乃在於電腦態度方面，至於電腦知能方面則沒有顯著關係存在。同時研究發現，學生獲得電腦知識的管道，多為經由正規化的課程或是電腦網路、電腦書籍、電腦雜誌，且這些因素與其電腦態度、電腦知能皆有顯著的關係存在。而經由學校其它課程或活動獲得電腦知識的人不多，檢定後僅發現校園研討會對學生的電腦態度與電腦知能有正面的影響，至於其它課程或活動的影響，因參與人數不多，其對電腦態度與電腦知能的影響無法確知，但學校實需豐富此類課程或及活動，同時並加強推廣。

Technological standards have existed for years encouraging the use of computer technology as a teaching tool. By increasing technology use in the classroom, educators are able to address teaching and learning opportunities for all students. The need for these opportunities is essential in the rural areas of the U. S. The purpose of this study was to determine if teachers in a rural city school district in Mississippi experience computer anxiety in using new and emerging software technologies for instructional purpose; examine the level of computer anxiety teachers experience in using computers; and explore if relationships exist in the level of computer anxiety experienced by teachers based on the following demographic variables: gender, age, years of teaching, subject area taught, and educational attainment. The population consisted of 110 teachers with a minimum of bachelor‟s degree and certified to teach in their respective areas of specialization. Findings from descriptive statistics revealed that the majority of the participants were female teachers with 43% of participants possessing either a Master‟s or Ph.D. degree. A large portion of these teachers had one year or more experience with learning about or working with computers with access to a computer at home. The means revealed that when teachers have a moderate degree of confidence, liking, and usefulness when using new and emerging software technology there is a low degree of anxiety. Pearson Correlations were used to examine the relationships between the subscales (anxiety, confidence, liking, and usefulness) and demographic variables (gender, age, years of teaching, subject area taught, and educational attainment). Results confirmed that there were significant relationships between age and anxiety, gender and confidence, gender and liking, and years of teaching and anxiety. However, there were no significant relationships between the other variables. Findings of this study have the potential to contribute to the development of a profile that could be used to identify teachers who need exposure to technological training and professional development to help reduce computer anxiety and minimize resistance to computer usage. Additionally, findings of this study can serve as a growing baseline of literature that relates to computer anxiety among teachers.

In current times, to function successfully in the work environment, the ability to use a computer is essential. The introduction of computers into organisations has often met with resistance. The reason for this resistance must be identified and overcome if businesses are to realise the productivity gains of full computer usage. On the basis of the abovementioned problem the objective of this study is to test the relationship between age, sex, locus of control and personality type and attitudes toward computer use. A theoretical investigation was carried out to gather information on the variables under study which was used to compare with the results of the empirical study. From this study of 68 white collar respondents from a financial institution it can, in general, be concluded that peoples' attitude toward the personal use of computers is positive and not affected by the individual variables tested. / Industrial and Organisational Psychology / M. Com. (Industrial Psychology)

The main aim of this thesis study is to identify the factors that affect higher education students&rsquo / perceptions of computerized assessment for learning. This study additionally aims to help effective use of computers in assessment activities by guiding the teachers or educational organization by interpreting the factors that affect students&rsquo / attitudes toward computer use in examinations. Quantitative research design has been used in this study. When choosing the participants, nonprobability sampling strategy was used due to its convenience. A total number 332 student of Middle East Technical University participated in the study. The data has been analyzed via Confirmatory Factor Analysis and interpreted by Structural Equation Modeling. The data loaded under 5 constructs: Perceived Ease of Use, Perceived Usefulness, Intention, Computer Attitude and Anxiety. By identifying the relations between these constructs, a structural model was created to determine the intention of students&rsquo / towards computerized assessment. The findings of this study have revealed that &ldquo / perceived usefulness&rdquo / is the most important determinant in students&rsquo / willingness to use computerized assessment. Additionally, if students have anxiety resulted from computer use, this affect their easiness perceptions negatively. Computer attitude is another factor that affects students&rsquo / perceptions of easiness and their anxiety. Finally it is concluded that students&rsquo / computer attitudes and anxiety affect their behaviors toward computerized assessment.

In current times, to function successfully in the work environment, the ability to use a computer is essential. The introduction of computers into organisations has often met with resistance. The reason for this resistance must be identified and overcome if businesses are to realise the productivity gains of full computer usage. On the basis of the abovementioned problem the objective of this study is to test the relationship between age, sex, locus of control and personality type and attitudes toward computer use. A theoretical investigation was carried out to gather information on the variables under study which was used to compare with the results of the empirical study. From this study of 68 white collar respondents from a financial institution it can, in general, be concluded that peoples' attitude toward the personal use of computers is positive and not affected by the individual variables tested. / Industrial and Organisational Psychology / M. Com. (Industrial Psychology)

No description available.