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Abstract

Despite the potential benefits of Web-based Instruction (WBI), not everyone welcomes online learning opportunities. This study examined the psychological processes underlying opposition to WBI by collecting survey data from 257 learners enrolled in a large southeastern university. Results supported the hypothesis that those with weak Internet self-efficacy beliefs would be inclined to resist WBI (r = −.29, p > .001). As expected, those who lacked quality tools/equipment were also apt to oppose WBI (r = −.13, p = .044), and Internet self-efficacy mediated this relationship, indicating that people with limited access to sufficient equipment were relatively unlikely to develop strong Internet self-efficacy beliefs and therefore tended to dislike WBI. Exploratory analyses revealed an association between gender and Internet self-efficacy, indicating that compared to women (M = 26.16, SD = 6.43) the men who were surveyed (M = 28.57, SD = 6.59) were significantly more likely to express confidence in their ability to organize and execute courses of Internet actions (t(255) = −2.77, p = .006). This article concludes with implications for online instructors and ideas for future research.

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Web-Based Instruction: Who is Inclined to Resist it and Why?

Abstract

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References