An Examination of Literacy and Computer Literacy Amongst Adults Who Are Incarcerated

In this study, the relationships between literacy, computer experience, and age among and between the general (i.e., "household") and prison samples were examined using the Program for the International Assessment of Adult Competencies (2012, 2014). Literacy scores and computer experiences were significantly lower (p < .001) for the prison sample than for the household sample. There were significant differences in the mean literacy scores between the household and prison samples for those with no computer experience, t(2048) = -3.58, p < .01 and for those with computer experience, t(7721) = 8.99, p < .01. Computer experience predicted literacy proficiency across both samples (R-squared = .10, SE = .01, p < .01). Lastly, there was an inverse relationship between age and computer experience, with a widening gap between the household and prison samples as age increased. The inequalities in the essential skills of print and computer literacy between the general and prison populations are concerning and indicate a need for literacy and computer education in prisons.

Surveying KwaZulu-Natal universities’ language academics for the modelling of factors affecting their attitudes towards computer assisted language learning tools for African indigenous languages

Computer-Assisted Language Learning (CALL) has been proven by literature to be of immense benefit to the teaching and learning of language at all levels of education. However, it is interesting that university language academics seem to have a negative attitude towards CALL. The aim of this study, therefore, is to design a conceptually sound model of the factors that affect the attitudes of language academics towards Computer Assisted Language Learning Tool for African Indigenous Languages (CALLTAIL) and to examine the relationship between CALL and language attrition, especially for marginalised African languages. Supporting this study are these four theories, namely, the Theory of Reasoned Action, the Theory of Planned Behaviour, Hume’s Theory of Beliefs, and the Digital Divide Theory. The study uses content analysis review of suitable literature and a survey of fifty (50) language academics from three (3) public universities in the province of KwaZulu-Natal in South Africa. The factors identified to affect the attitudes of language academics are their computer experience, their subjective norms, and their perceived usefulness of CALLTAIL. The findings of this study indicate that subjective norms and perceived usefulness of CALLTAIL are the two factors that affect other variables in this study. The findings also indicate that all the variables in this study are interlinked and interrelated. The study recommends the optimization of language academics’ computer experience, subjective norms, and perceived usefulness of CALLTAIL. The chief contribution of this study is to have investigated the use and adoption of Computer Assisted Language Learning Tools in the context of African indigenous languages and this can be considered as a new research in comparison to the reviewed studies of this research.

How to Correct for Computer Experience in Online Cognitive Testing?

Objective: Since computerized cognitive test performance may be influenced by computer experience, correction for this measure might be needed. This study examined how to correct for computer experience by examining its influence on online and traditional tests. Method: 248 healthy adults completed an online neuropsychological test battery and 70 adults completed traditional equivalents of the tests. Computer experience was assessed by a performance-based and a self-report measure. Regression analyses were applied to examine their influence on the online and traditional tests. Results: After correction for demographics, the performance-based measure was associated with online and traditional, predominantly speed-based, tests. The self-report measure was also associated with speed-based online tests but not with most traditional tests. Conclusions: Correcting computerized neuropsychological tests using a performance-based measure of computer experience would be unwise, because this measure also seems to tap into cognitive functions. A correction using a self-report measure might be better and is appropriate.

Are Computer Experience and Anxiety Irrelevant? Towards a Simple Model for Adoption of E-Learning Systems

Massive growth of technology based e-learning systems is enabling student access to academic content from higher education institutions around the world. This study explores the antecedents of behavioral intention of students to use e-learning systems in university education to supplement classroom learning. A quantitative approach involving a structural equation model is adopted and research data collected from 358 undergraduate students is used for analysis. The study framework is based upon the technology acceptance model (TAM) and three external factors are proposed to influence the behavioral intention of students to use e-learning. Frequently used external factors in previous researches like computer experience and anxiety were not used and alternate factors were explored. Results show that self-efficacy, enjoyment and results demonstrability have a significant positive influence on perceived usefulness and on perceived ease of use of the e-learning system. The study contributes to understanding such contributory factors from the viewpoint of a student by suggesting that these factors hold well in the Pakistani academia culture where sufficient relevant empirical evidence did not exist due to lack of prior studies.

The Provider’s Experience of Delivering an Education-based Wellness Program via Telehealth

Provider acceptance is a first step to implementing a successful telehealth program. This pilot study examined the experience of six providers delivering an education-based wellness program in a telehealth format. Providers indicated an overall positive experience with high Telehealth Usability Questionnaire (TUQ) total scores (5.6 ± 1.1) and in their comments. High TUQ subscale scores for Usefulness (6.7 ± 0.4) and Ease of Use (5.3 ± 0.3) indicated providers found the telehealth system usable. Strong relationship bonds that developed offset the reported drawback of technical issues related to connectivity and audio. Providers with a wide range of computer experience all reported synchronous remote training via phone and videoconference meetings was adequate to prepare them to deliver classes via telehealth. This research indicates motivated providers with varying technology experience can have a positive telehealth experience with customized remote support.