Dissertation/Thesis Abstract

The impact of servicemembers' learning styles and computer anxiety levels on computer -mediated learning
by Obeng-Dompreh, Sam, Ed.D., University of Phoenix, 2008, 179; 3323354
Abstract (Summary)

Computer-mediated technology for training and education is increasingly receiving attention in the military environment, but there is insufficient research on servicemembers’ perceptions of this approach to education. The purpose of this quantitative correlational research study was to examine the relationship between servicemembers’ learning styles, computer anxiety levels, and perceptions of computer-mediated technology for education and training. This quantitative correlational study surveyed 200 active-duty soldiers stationed at Fort Bragg, North Carolina, using a 30-item survey questionnaire, consisting of the Learning and Interpreting Modality Instrument, Computer Anxiety Scale, and a researcher-developed survey that measured servicemembers’ perceptions toward computer-mediated technology. The data were evaluated using Pearson correlations, regressions, and one-way analysis of variance. The related findings revealed that computer anxiety levels, as a variable appears to be a good indicator of servicemembers perceptions of computer-mediated technology for education and training. In addition, a large percentage of servicemembers, 60.1% (n = 92) exhibited low computer anxiety levels. These findings should heighten the Department of Defense’s current initiative to bring education and training to servicemembers dispersed all around the globe, through enhanced computer-mediated technologies.

Indexing (document details)
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-A 69/08, Dissertation Abstracts International
Subjects: Educational administration, Adult education, Educational technology, Higher education, Military studies
Keywords: Computer anxiety, Computer-mediated learning, Distance learning, Educational leadership, Military education, Military training, Online learning, Training and education
Publication Number: 3323354
ISBN: 978-0-549-75198-4
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