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Anxiety and Resistance in Distance Learning

Article · June 2010

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 Cypriot Journal of Educational
Sciences
5 (2010) 142-150

www.world-education-center.org/index.php/cjes

Anxiety and Resistance in Distance Learning

Nazime Tuncay a *, Huseyin Uzunboylu b
a
Doctoral Candidate, Instructional Technology, Near East University, North Cyprus
b
Associate Professor of Faculty of Education, Near East University, North Cyprus

Received January 17, 2010; revised May 08, 2010; accepted June 22, 2010

Abstract

The purpose of this study was to investigate students' anxiety and resistance towards learning through distance education.
Specifically, the study sought answers to the following questions: -What are the reasons of students not choosing distance
learning courses? -Which symptoms of anxiety, if any, do distance learner’s exhibit towards distance learning? Does gender
have any significant relationships with distance learners' perception of factors that affect their anxiety and resistance? A total
of 120 distance education students in Near East University were observed and 96 of them were interviewed. Computer anxiety,
language anxiety, social anxiety were observed to be among the reasons of students’ resistance to distance learning.

Keywords: Distance education; computer anxiety; language anxiety; social anxiety; text anxiety.

©2010 Academic World Education & Research Center. All rights reserved.

1. INTRODUCTION

Distance education offers an opportunity for more access to for students who otherwise would not
be engaged in these programs due to several constraints. Learners have different ways of learning and
they issues such as instructional support, faculty motivation and enthusiasm, and technology problems
have been raised as problems in developing online instruction in many institutions for a long time (Barr
and Tag, 1995). There may be several issues effecting learners’ perceptions about online learning:
Instructor, Website, Computer Skills, Pedagogical Issues and English Language. If learners are not
satisfied with the design of the course website, they may have negative perceptions of the effectiveness
their online courses (Brush, 2001). Technological problems and pedagogical issues make learners get
frustrated with the online courses Hara and Kling (2003). The learners perceived the interactive course
environment and frequent discussion as conducive to learning in online courses (Jiang, 1998). Learners
identified more opportunities to interact with their instructors and peers as one of the main benefits of
* Nazime Tuncay. Tel: +906802000-110.; Fax: +903922236461
E-mail address: nazime.tuncay@gmail.com
 Nazime Tuncay & Huseyin Uzunboylu / Cypriot Journal of Educational Sciences. 5 (2010) 142-
150

the online courses (Holmes, 2000).

Simpson(2004), reports that the experience of the UK Open University is that 35% or more of
eLearners withdraw before submitting their first assignment, which suggests that a learner’s initial
experience with eLearning may well have a significant impact on a decision to drop out.
Up until now, the studies that have looked at barriers to distance education implementation have
tended to view them from the technical or the administrative side (Mitchell, 2009). While a growing
body of research is seeking to address the issue (Parker, 1999, Frankola, 2001, Diaz, 2002, Wang, et al
2003, Rossett and Schafer, 2003, Berge and Huang, 2004), little of this research considers the learner’s
experiences or point of view (Rossett and Schafer, 2003).

1.1 Anxiety

Anxiety is a basic human emotion consisting of fear and uncertainty that typically appears when an
individual perceives an event as being a threat to the ego or self-esteem (Sarason, 1988). Anxiety can
also be state or trait depending on its duration. Anxiety blocks the normal thought processes. It favours
a passive approach to material rather than interaction with it.

1.1.1 Technology Anxiety

Technology adoption increased as technology availability increase (Kotrlik&,Redmann,2009).

Literature in the field of distance education is replete with studies to demonstrate the effectiveness of
televised instruction in terms of student performance (Chu & Schramm, 1975; Russell, 1992;
Whittington, 1987). “Without ICT there would obviously be no e-learning. In distance education, ICT is
the enabler for most means in imparting education”(Rugayah, etc..,2010).
The impact of computer anxiety upon learning is now of major concern within the education system
(Brosnan, 1998; Rosen &Weil, 1995). Leso and Peck (1992) define computer anxiety as a feeling of being
fearful or apprehensive when using or considering the use of a computer. Experience with computers
also only improves subsequent computer performance if the experience leads to increased levels of self-
efficacy (McInerney, McInerney, & Sinclair, 1994). Reduced anxiety and increased experience only
facilitate performance upon tasks indirectly by increasing levels of self-efficacy which, in turn, leads to
improved performance (Bandura, 1977, 1986; Schunk, 2000).
Researchers are finding that computer anxiety is having a major effect upon the way professors teach
and students learn. Hakkinen (1994) suggests that the interaction between humans and computers may
incite a variety of emotional responses, including anxiety. Previous research has confirmed that high
levels of computer anxiety reduce levels of self-efficacy which in turn lowers computer-based
performance attainment. Similarly, experience with computers also only improves subsequent
computer performance if the experience leads to increased levels of self-efficacy (McInerney,
McInerney, & Sinclair, 1994).

1.1.2 Language Anxiety

Crookall and Oxford (1991) reported that serious language anxiety may cause other related problems
with self-esteem, self-confidence, and risk-taking ability, and ultimately hampers proficiency in the
second language. Leso and Peck (1992) define computer anxiety “as a feeling of being fearful or
apprehensive when using or considering the use of a computer.” Reduced anxiety and increased
experience only facilitate performance upon tasks indirectly by increasing levels of self-efficacy which, in
turn, leads to improved performance (Bandura, 1977, 1986a; Schunk, 2000). Research into anxiety in
language learning has a history spanning over three decades (Curran, 1976, Kleinmann, 1977).

143
1.1.3 Social Anxiety

Social anxiety appears to arise from people's concerns about the impressions others are forming of
them. Specifically, it is proposed that social anxiety occurs when people are motivated to create a
desired impression on audiences but doubt they will do so (Schlenker&Leary, 1985). The lack of a
relationship between anxiety and computer performance is due to self-efficacy moderating this
relationship (Saadé & Kira, 2007).

1.1.4 Test Anxiety

Test anxiety causes some students to experience physiological reactions such as increased heart rate,
feeling nauseated, frequent urination, increased perspiration, cold hands, dry mouth, and muscle
spasms (Zeidner, 1998). Test anxiety is a major factor contributing to a variety of negative outcomes
including psychological distress, academic underachievement, academic failure, and insecurity
(Hembree, 1988). Intellectual reluctance is a lack of belief that online learning was a benefit to the
teaching and learning process (Del Soldato & du Boulay, 1995; Bandura, 1986).

1.2. Attribution in Distance Education

Researchers acknowledge that the reasons for attrition are many and complex and that there are no
simple solutions (Berge and Huang, 2004). Wang, et al (2003), in a widely distributed online survey
reported that the learners identified four primary factors affecting their decision to drop the course: (1)
personal motivation; (2) instructional design of the course/programme; (3) conflicts between study, and
work and family, and (4) the feeling they had learned what they needed or wanted. Frankola (2001), in
her widely cited article concerning dropout rates in corporate eLearning courses, states that learners
most frequently reported lack of time, lack of motivation, poorly designed courses and incompetent
instructors as the reasons for their attrition. Studying in personal time can have a harmful effect on an
employee’s home life and family and may contribute to attrition statistics (Thalheimer, 2004). These
sorts of circumstances can force mature learners into non-completion even though they may be
performing well in their distance studies, (Ozga and Sukhnandan, 1998). The anxious student has little
inspiration for learning the material.

1.3. Purpose

The purpose of this study was to investigate computer teaching and education students' anxiety and
resistance towards learning through distance education. This study also sought answers to the following
research questions:

Research Questions:
-What are the reasons of students not choosing distance learning courses?
-Which symptoms of anxiety, if any, do distance learner’s exhibit towards distance learning?
- Does gender have any significant relationships with distance learners' perception of factors that
affect their anxiety and resistance?
2. METHOD

2.1 Population

120 third form Computer Education & Instructional Technology learners in NEU attended a blended
distance education course in 2009. At the end of the course, students were asked whether they would
like to have the next semesters course as a distance education course or as a traditional course.
Interviews were carried out with 96(42 girls and 44 boys) students who said that they would not like
distance learning.

2.2 Instrument

A questionarries consisting of short-answer interview questions was prepared. In order to evaluate

the items in the questionarrie, experts evaluation (n = 17) was wanted. Experts group from education
technologist and physchologist evaluated the data gathering scale both individually and collaboratively.
Under the suggestions of experts, necessary corrections were done to the draft form. Questionnaires are
filled and voice records are kept. Later all this information from the questionnaires and voice records are
interpreted and used as data for this survey. Some of the interview questions were: Why do you not
prefer distance learning?, How do you find your skill about talking in virtual groups?,How do you find
your knowledge about using office programs like powerpoint?, Are you open to new technological
things?, Are you anxious when having online-tests?, Do you have any anxiousness symptoms before
distance education courses?

2.3 Procedure

A questionnaire designed to was administered to 120 Computer Education & Instructional

Technology students in NEU. The interview consisted of the questions like: The interviews were
recorded in a voice recorder and the the answers of the learners was also written.

2.4 Data Analysis

Descriptive statistics were used to analyze and to report the data gained from the questionnaire and
the interview results were interpreted together with educational psychologists.

3. RESULTS AND DISCUSSION

According to the student scores, and according to the student interviews, results were driven. Some
important results from the students’ results are listed in the following sections: Not Distance Education,
Factors that Contribute to Anxiety; Reasons for not Choosing Distance Learning

3.1 Why Not Distance Education?

The students gave several reasons for not choosing a distance learning course. Among these are: They
are “not face-to face”; there is “not always immediate response”, these are “not always synchronous”,
“not in a specific physical place”, distance education is “not as effective” as traditional education;
courses are “not easy”, they have “no time” for distance courses, they are very busy: “not available” and
distance education courses are “not as social” as traditional courses. The students’ answers why they
have not chosen online learning are shown in Figure1.
 Figure1. Why Not?

As illustrated in figure 1, there is not always immediate response had the highest rank among
other “not’s”. “Not effective” and “not always immediate response” was among the next most common
answers.

3.2 How is anxiety manifested in the students?

Physical: Some of the physical symptoms include "headaches"; "clammy hands, cold fingers"; " I get
very tense and I start balling my fists"; "my stomach gets in knots"; " and "I get really tired." Another
student reported similar behavior: "I kind of turtle up and hide from the teacher." Hiding from the
teacher in one way or another was a common manifestation of anxiety.

Internal and Functional. Students mentioned that they projected their nervousness days in advance
of the distance education classes, thus affecting classroom performance. The almost compulsive need to
look ahead in the book was not uncommon among these participants. One student said that she became
aware of other students' anxiety when "people start flipping through the book, they don't know."

Avoidance: Avoidance was another fairly common manifestation of anxiety; "Often times people will
begin to not show up to class." Other students practiced a more subtle form of avoidance. One student
said that he wrote in his book and drew pictures in it.
 Table 1. Symptoms of Anxiety
SYMPTOMS STUDENT ANSWERS Frequency
Understanding all the special keys contained on most computer
terminals is not possible 9
Computer Anxiety Dislike working with machines that are smarter than a human being 6
Difficulty in understanding the technical aspects of computers 26
Afraid of being dependent upon computers and losing reasoning
skills 4
Anxious at acting, performing or giving a talk in front of an audience 15
Calling someone you don’t know very well 5
Socıal Anxiety
Being the center of attention 19
Giving a report to an online group 7
Expressing a disagreement or disapproval to people you don’t know 7
It embarrases me not understanding English words while searching
information through internet 8
Language Anxiety Fear of making mistakes with the keywords 6
Avoiding reading the paragraphs from book where English
keywords are used 8
Have visible signs of nervousness such as sweaty palms and
shaky hands before a online test. 10
Work most effectively under pressure, as when the task is very
Test Anxiety important (such as an online exam). 5
In a course where I have been doing poorly, my fear of a bad grade
from an online exam cuts down my efficiency. 8
Time pressure on an online-exam causes me to do worse than the
rest. 5

Interviewed students answers are grouped in for catagories: Symptoms of computer anxiety, social
anxiety, language anxiety and test anxiety(shown in Figure 2). The highest ranks belongs to symptoms of
social anxiety and text anxiety. 15 students said that Anxious at acting, performing or giving a talk in
front of an audience, 19 student said that they are being the center of attention which are symptoms of
Social Anxiety. 10 students said that they have visible signs of nervousness such as sweaty palms and
shaky hands before a online test, 26 students said that they have difficulty in understanding the
technical aspects of computers, which are symptoms of Computer Anxiety.

3.3 Are you Anxious at Distance Learning?

Students are asked to describe their own anxiety. They said that they have: Computer anxiety, internet
anxiety, talking in virtual groups and online test anxiety.
 Table 2. Students Descriptions of Their Anxiety Types

Percentag Percentage of
ANXIETY of Girls Boys

Online-Test Anxiety %40,6 %35,4

Internet Anxiety %35,4 %24,0
Talking in Virtual Groups %24,0 %24,0
Computer Anxiety %24,0 %13,5

Students descriptions of their anxiety types are shown in Figure 3. Boys and girls had different
percentages of anxiety. In this research study girls described themselves as more anxious.

4. CONCLUSION AND RECOMMENDATION

Interviewed students showed several symptoms of anxiousness, which are an important reason for
their resistance in distance learning and an important reason for attribution in courses. Among most
important reasons of students for not preferring distance education course was its not being “face to
face”. Students had lots of anxiousness symptoms, which differed according to their gender, and have to
be fulfilled before delivering them any distance education course. Some recommendations to
administrators, teachers, school counselors, parents and students for helping students overcome
anxiety are:

 Administrators should encourage teachers to teach the curriculum rather than teaching .They
should encourage school counselors to address mentioned anxiety types with students
individually.
 Teachers should become aware of students' developmental levels, problems and the pressure
they may be facing. They should try be a source of inspiration for students to learn the
subject. Teachers should help students focus on the material, rather than on their anxiety.
 School counselors should collaborate with school heads to identify students experiencing
anxiety.
 Parents should make sure their children attend courses regularly. They should encourage the
students to develop good sleeping habits and maintain a healthy diet and exercise
regularly;develop good study habits and good test taking skills.

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