| This study identified the attitudes toward using computers and Web-based technology related to cyber learning as measured by the Computer attitude scale (CAS) and the Web-based attitude scale (WAS). This study also examined underlying factors and relationships that determine learner levels of anticipation to use Web-based learning technology in postsecondary education.; The study survey with 67 items used a seven-point Likert scale format. The instruments were distributed to 265 adult learners randomly selected from both the continuing education and the higher education university-level computer literacy courses in three different departments in Taiwan during the fall semester of 2002. Cluster sampling with intact groups, including computer class cohort clusters, was used.; A conceptual model that was an extension of the Technology Acceptance Model (TAM) and Web-based Instruction (WBI) provided the theory and design for the study. Data were analyzed through statistical methods including descriptive analysis, unpaired t test, Pearson Product-Moment correlation, GLM-multivariate analysis of variance (two-way MANOVA), and stepwise regression analysis. A composite conceptual model was performed to derive the results in this study with a general threshold for significant at the .05 alpha level.; The following findings were noted: Prior computing experiences (related to word processing packages, database programs, computer programming languages, Internet, Internet programming languages, and multimedia) had significant correlations with the CAS and the WAS. Perceptions of usefulness and ease of use, intentions to use for supplementary learning and distance education had significant relationships based on CAS and WAS. Furthermore, gender and education divisions significantly influenced learner responses to the survey instrument items.; Findings from t tests revealed that male learners perceived significantly higher usefulness, easier use of the Web-based learning technology, higher intention to use the technology for supplementary learning than did female learners. A two-way MANOVA revealed that while a significant difference was found between males and females, significant differences were not found among the three subject content majors (management information system, pharmacy, and healthcare administration) on the dependent measures. Knowledge of adult learner attitudes toward cyber learning is necessary for leaders who seek to build a better world through using technology in education. |
