A Cross-Sectional Study on the Role of Computer Anxiety in Students’ Online Learning

Although e-learning has been incorporated in higher education system, students may undergo negative emotions like anxiety using this new mode of learning which ultimatelyinterfere with their learning performance. Hence, the current study aimed to examine the role of computer anxiety in students’ online learning. This is a cross-sectional correlational study, in which a convenient sample of 330 students of Shiraz University of Medical Sciences participated. To collect the data, we used twopre-validated questionnaires. Face, content, and construct validity were used to check the validity of the questionnaires. Cronbach’s alpha and composite reliability were also used to check thereliability. Data were analyzed using SPSS 16 and AMOS 6. Confirmatory factor analysis results yielded the underlying factorial structure of the scales. In addition, correlation coefficient results indicated that there was a significantly negativerelationship between students’ computer anxiety and their online learning (r=-0.59, P<0.001). The results of the present study revealed that a considerable number of students experienced some level of computer anxiety, highlighting that highly anxious students facenegative consequences such as inadequate online learning.