COURSE STRUCTURE EFFECTS ON STUDENTS COMPUTER ANXIETY, CONFIDENCE ANDATTITUDES

This study investigated the effects of course structure variables on t he computer anxiety, confidence, and attitudes of pre- and in-service teachers. These course structure variables included the number of week s the course met (course length) and the number of meetings per week ( course frequency). Differences in course structure had significant eff ects on changes in the students' computer anxiety, confidence, liking, and perceptions of usefulness. With equivalent number of course hours , students in courses that met more times per week and that met over a longer time period had significantly greater changes in their compute r anxiety, confidence, and attitudes. Implications of these findings i nclude reconsideration of computer class configurations for teachers.