Some Variables Predicting Learners’ Attitudes toward Web-based Instruction

Abstract

s more and more institutions of higher education
plan to integrate web-based instruction into their settings, a
need exists to understand and predict learners' attitudes
toward this new form of learning. By being able to predict
learners' attitudes, instructors and decision-makers can
improve and enhance students' learning experience. The
purpose of this study was to determine the extent to which age,
gender, prior experience with the Internet, and frequency of
accessing the web-based course could predict learners'
attitudes toward web-based instruction. The study surveyed
440 students who were enrolled in the web-based course
"Accounting Principles (1)" offered by the Department of
Accounting at the Hashemite University. Students were taught
in a flexible (mixed) mode of instruction. Data about the four
possible predictors and the dependent variable, learners'
attitudes toward web-based instruction, was collected.
Multiple regression analysis using the stepwise approach was
utilized to analyze the data. The findings of the study indicated
that learners' prior experience with the Internet and their
frequency of accessing the web-based course may act as
predictors of their attitudes toward web-based instruction.
More precisely, the study showed that approximately 11% of
learners' attitudes was accounted for by its linear relationship
with both learners' prior experience with the Internet and their
frequency of accessing the web-based course. This study has
identified important predictors that may prove to valuable to
future researchers and instructors who are involved in the
future of web-based instruction.