Abstract
ABSTRACTOnline environments increasingly serve as contexts for learning. Hence, it is important to understand how student characteristics, such as student computer-mediated communication anxiety (CMCA) affects learning outcomes in mediated classrooms. To better understand how student CMCA may influence student online learning experiences, we tested a proposed model based on the instructional beliefs model (IBM) to determine how CMCA influenced perceptions of instructor credibility, electronic propinquity, and learning outcomes (i.e. perceived learning and quiz performance). This model was compared with the IBM and the newly proposed model provided a better fit to the data. This model helps explicate the direct and indirect effects of CMCA in online learning environments.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
