Abstract
The purpose of this study was to determine the instructional techniques and behaviors that either reduced or exacerbated anxiety in an Internet class for novice adult students. Through qualitative methods such as observation, interviews, and document analysis, it was found that in this particular case there were four main areas of anxiety in the class: Internet terminology anxiety, Net search anxiety, Internet time delay anxiety, and general fear of Internet failure. Additionally, in each of these areas, low self-efficacy played a major role. Nine beneficial and two negative instructional techniques and behaviors relating to the four areas of anxiety were identified.
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