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An empirical study was conducted to investigate predictors of computer anxiety among undergraduate college business students. The effects of academic major, computer‐related experience, gender, and ACT scores on computer anxiety were investigated. The results indicate significant differences in computer anxiety levels among business students with different majors and with different amounts of computer‐related experience. Business students’ ACT scores were also found to have a significant relationship to computer anxiety. A significant difference between male and female business students was not found. The implications of these findings are discussed.

This study examines the implementation of a community-level Sustainable Broadband Adoption Program (SBA) under the Broadband Technology Opportunities Program (BTOP), a national public policy program meant to expand broadband deployment and adoption under the American Recovery Act of 2009, and administered by the National Telecommunications and Information Administration (NTIA) at the U.S. Department of Commerce. The California Connects Program (CC) was administered by the Foundation for California Community Colleges (FCCC).

This chapter focuses on one part of CC’s efforts to expand broadband adoption among the most underserved Californians through collaboration with the Great Valley Center (GVC). CC-GVC provided basic computer and Internet classes to disconnected populations with low-literacy levels, and primarily in Spanish, through community-based organizations, public schools, public libraries, small businesses, and others in the Central Valley, an 18 county rural region with a high concentration of digital destitute populations. The program worked with under-resourced local community institutions with a range of poor technology resources and that operated under variable set of social, economic, political, and institutional conditions. Through inductive, process-oriented, and explanatory case study research, the structure, strategy, and training approach of CC was examined. Content and theme analysis of primary and secondary qualitative and quantitative data involving the program’s leadership, direct service providers, partners, participants, and nonparticipants was conducted. This involved a sample of 600 in-depth and short, structured and unstructured interviews and focus groups, archival and participant observation notes.

It was found that CC-GVC was able to meet uncertainty and operated with low institutional resources and paucity of linguistically appropriate teaching resources for new entrants through a flexible leadership approach that adapted to the social situation and was open to innovation. Community technology trainers were also able to engage those without or little direct experience with computers and with low-literacy levels with a linguistically appropriate and culturally sensitive step-by-step teaching approach that empowered and met people where they are. The author expands non-adoption models to include structural barriers in the analysis of the disconnected. It is argued that non-adoption is a result of evolving inequality processes fueled by poverty and under-resourced community development institutions and that teaching and learning is a social and institutional process that takes trust and time.

CC shows that even the most disadvantaged can be empowered to learn-to-learn to use computers and can begin to function online and gain benefit under the most extreme institutional and economic conditions, but it takes more time and resources than providers expected and the Recovery Act provided.

The purpose of this study is to compare the overall usability and user experience of desktop computers and mobile-devices when used in a summative assessment in the context of a higher education course.

The study follows a between-groups design. The participants were 110 first-year undergraduate students from a European university. Students in the experimental group participated in the assessment using mobile devices, whereas students in the control group participated using desktop computers. After the assessment, students self-reported their experiences with computer-based assessment (CBA) and mobile-based assessment (MBA), respectively. The instruments used were the user experience questionnaire and the system usability scale.

Attractiveness and novelty were reported significantly higher in the experimental group (MBA), while no significant differences were found between the two groups in terms of efficiency, perspicuity, dependability and stimulation. The overall score for the system usability was not found to differ between the two conditions.

The usability and user experience issues discussed in this study can inform educators and policymakers about the potential of using mobile devices in online assessment practices, as an alternative to desktop computers.

The study is novel, in that it provides quantitative evidence for the usability and user experience of both desktop computers and mobile devices when used in a summative assessment in the context of a higher education course. Study findings can contribute towards the interchangeable usage of desktop computers and mobile devices in assessment practices in higher education.

The purpose of the present study was to expand the knowledge of student computer competencies and IT self‐efficacy in two LIS departments in Greece.

The participants in the study were students in the two LIS departments of the Technological Educational Institutes (TEI) situated in Thessaloniki and Athens, Greece. The survey was addressed to sophomores, juniors and seniors, because IT courses are taught after the first year of study. The instrument of the survey was a structured questionnaire comprising three parts, measuring a total of 48 variables.

The levels of students' IT self‐efficacy is rather high, while the mean score of computer competence indicates a rather low level of perceived ability in using computers. Students were more competent in using e‐mail and Facebook, as well as using the internet for personal purposes. IT self‐efficacy and perceived computer competence were positively related to the frequency of use of certain electronic activities and previous PC/internet experience. In addition, the frequency of IT use was a strong predictor of IT self‐efficacy, and both frequency of use and experience were predictors of computer competence. The findings also suggested that increased levels of self‐efficacy and computer competence were associated with higher grades.

By being aware of the factors that predict self‐efficacy and perceived ability, educators in both LIS departments can design instruction or other interventions in a way that will boost self‐efficacy beliefs. Such an approach is likely to increase the acceptance and use of IT and help LIS students meet the learning objectives of IT courses.

The impact of technology on the health and well-being of workers has been a topic of interest since computers and computerized technology were widely introduced in the 1980s. Of recent concern is the impact of rapid technological advances on individuals’ psychological well-being, especially due to advancements in mobile technology that have increased many workers’ accessibility and expected productivity. In this chapter we focus on the associations between occupational stress and technology, especially behavioral and psychological reactions. We discuss some key facilitators and barriers associated with users’ acceptance of and engagement with information and communication technology. We conclude with recommendations for ongoing research on managing occupational health and well-being in conjunction with technological advancements.

I use data from employers and longitudinal data from former/current recipients covering the period 1997 to early 2004 to analyze the relationship between job skills, job changes, and the evolution of wages. I analyze the effects of job skill requirements on starting wages, on-the-job training opportunities, wage growth prospects, and job turnover. The results show that jobs of different skill requirements differ in their prospects for earnings growth, independent of the workers who fill these jobs. Furthermore, these differences in wage growth opportunities across jobs are important determinants of workers’ quit propensities (explicitly controlling for unobserved worker heterogeneity). The determinants and consequences of job dynamics are investigated. The results using a multiplicity of methods, including the estimation of a multinomial endogenous switching model of wage growth, show that job changes, continuity of work involvement, and the use of cognitive skills are all critical components of the content of work experience that leads to upward mobility. The results underscore the sensitivity of recipients’ job transition patterns to changes in labor market demand conditions.

Although chiefly anecdotal, reports that performance is enhanced through technology has encouraged many marketers to adopt computer systems. To examine this issue, 183 industrial marketing executives familiar with computers were surveyed. The results suggest that, properly managed, computer usage enriches individual marketer productivity and, in turn, organizational performance. Because managers can direct this productivity through organizational activities and investments, these findings suggest a number of key implications for marketers and researchers interested in utilizing and/or expanding applications of computer technology.

Current stereotypes of aging consumers paint a picture of them as technology anxious and reluctant to adopt new technologies. This paper aims to show that the present 50‐to‐60 age group does not fit these stereotypes.

A total of 620 Finnish baby boomers (aged between 50 and 60) responded to a mail survey.

Baby boom consumers are shown, in contrast to the stereotypes, to have low levels of technology anxiety and high levels of experience of internet and SMS usage. It is also shown that technology anxiety and experience have an inverse relationship in the age group.

To some extent, the results provide evidence of the distortedness of current stereotypes that are used to describe 50‐plus consumers. However, data was gathered only in one country. Replications of this study in different countries would allow drawing broader conclusions.

Marketers of technological products and services are advised to let go of the outdated stereotypes, familiarize themselves with today's 50‐plus consumers and when applicable, invest effort in serving this market.

While there exists some research on aging consumers as Internet users, this study offers a more general view on aging consumers and their use of technological services by examining technology anxiety within this specific market. The results should be of value to both academicians and practitioners in realizing the potential of the mature market.

The purpose of this paper is to consider two recent studies on computer use by older people, who may become increasingly isolated due to infirmity and sensory impairments. Older people are less likely to use computer technology yet it has been suggested that it may help reduce isolation. These studies inquired into older people’s experience with computers.

The first paper discussed here explored how a sample of older people in the USA acquired a computer and whether it contributed to their well-being. The second paper was about a similar study with a sample of older people in the UK.

In the US sample, people who saw tablet computers being used by a friend were likely to purchase one. In the UK sample, people seemed to have had to overcome more fears of using computer technology, but in both samples, once initial difficulties were overcome, people were enthusiastic about using them. In both, people felt more able to keep up hobbies and interests through finding information or connecting with interest groups online, and able to keep connected with family members.

In light of increasing migration of services and information to the internet, these studies explored the things that help and hinder older people in terms of using computers, in order to address the digital divide, whereby those unable to use them can be left isolated and with reduced information and support. These studies were able to explore personal meanings of computer use and specific fears and difficulties, which are important to understand in planning for training and support for older people who are not yet on line. They also demonstrated that, alongside face-to-face interaction, being online was experienced as reducing people’s isolation and enhancing their lives.

Adopting the technology acceptance model, this research examines the factors that determine intention to use online banking in Malaysia Borneo. Perceived ease of use and perceived usefulness factors are considered to be fundamental in determining the acceptance and use of various information technologies. However, these beliefs may not fully clarify behavioural intention towards newly emerging technologies, such as online banking.

This study extends the model to include user computer experience and confidence.

The results indicate that perceived usefulness and perceived ease of use are strong determinants of behavioural intention to adopt online banking. There is also an indirect effect of computer self‐efficacy and prior general computing experience on behavioural intention through perceived usefulness and perceived ease of use.

the relatively small size of the sample somewhat limits generalizations.

Useful to banks and financial institutions planning further online sevices for their customers.

Extends the understanding of the technology acceptance model.