Learning style and attitudes toward computer-mediated communication among adult learners and faculty in accelerated distance education programs

Accelerated degree programs designed for adult learners have reduced contact time between faculty and students. Distance education educators have considered using computer mediated communication as a method to increasing contact time. However, faculty and students may greet the use of these computer and telecommunication tools with trepidation and anxiety. It is unknown whether faculty and students are computer literate, or even comfortable with using computers and modems. The study explored the relationships among attitudes toward computers, computer literacy and learning style of adult learners in an accelerated, off-campus bachelor's degree program. It also assessed the association of attitudes toward computers and computer literacy of faculty who teach these students. The variance of these associations as attributed to demographic variables was also examined. Similarities and differences in computer attitudes, computer literacy and perceptions regarding the need to increase communication between faculty and students was considered. Results indicated significant relationships among positive attitudes toward computers, computer experience and the use of computer mediated communication. Computer literacy was related to experience with using computers, modems and on-line services. Positive attitudes toward computers were predicted by computer experience and preferring an analytical approach to problem solving. Subjects majoring in Organizational Behavior consistently had less positive attitudes toward computers. Male subjects consistently preferred an Abstract Conceptualization learning modality. A Concrete Experience learning orientation was significantly associated with being female and not liking to use computers. Students and faculty did not differ in their attitudes toward computers or in computer literacy. However, students range of confidence and computer anxiety varied widely, while faculty, overall, had high computer confidence and low computer anxiety. Student and faculty perceptions significantly differed regarding the need for additional communication among classmates, and between faculty and students. Most subjects were interested in using computer mediated communication tools to exchange information. However, this interest was accompanied by the request for training. Human and financial resources are required to create and maintain computer mediated communication tools for educational settings. Resources dedicated to providing computer training to faculty and students should be primary in the planning and implementation process.