Degree Type


Date of Award


Degree Name

Doctor of Philosophy


Curriculum and Instruction

First Advisor

Ana Paula Correia


The purpose of this study was to examine instructor and student computer self-efficacy related to learning about and using computer technologies that are used within a university setting. In addition, this study explored feelings related to using and learning about new technologies and also examined the use of specific support resources. This study utilized survey methodology to examine instructor and student computer self-efficacy. The overall response rate on the survey was 56.98% (n = 257) for instructors and 12.39% (n = 653) for students. Computer self-efficacy related to using new technologies using specific support resources for both instructors and students was explored. Related to using a new technology with specific support resources and using product manuals for reference, students had a statistically significant higher level of computer self-efficacy. Further, related to using a new technology by watching someone else before trying it, students had a statistically significant higher computer self-efficacy. Regarding using technology for specific academic tasks, instructors had a higher level of computer self-efficacy using Internet tools to conduct research and find journal articles on a topic. Conversely, students had a higher level of self-efficacy using social media to have meaningful interactions, using technology for entertainment, using technology to create engaging presentations, and using new applications on smart phones or tables. Related to feelings that are associated with the prospect of learning to use a new technology, both instructor and student groups first expressed a similar feeling of excitement. As far as the second most reported feeling, students noted frustration, whereas instructors indicated that of curiosity as a second theme. Related to satisfaction with technology support providers utilized, instructors tended to more frequently utilize university provided professional IT support. Both students and instructors relied relatively heavily on peers for support. In cases where personal interactions were involved support was rated higher. Most notably there were strong correlations between satisfaction with instructor provided support and students, friends or colleagues and professional university IT support.


Copyright Owner

Kenneth D, Kass



File Format


File Size

120 pages