Please use this identifier to cite or link to this item:
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Barriers to student computer usage: Staff and student perceptions
Authors: McMahon, Jill
Gardner, John
Gray, Colette
Mulhern, Gerry
Contact Email:
Issue Date: Dec-1999
Publisher: Wiley-Blackwell
Citation: McMahon J, Gardner J, Gray C & Mulhern G (1999) Barriers to student computer usage: Staff and student perceptions, Journal of Computer Assisted Learning, 15 (4), pp. 302-311.
Abstract: Ensuring that all graduates are able to exploit new technologies is a primary goal of all UK universities and a variety of assumptions have underpinned policies designed to promote this goal. This paper explores some of these assumptions through the findings of a longitudinal study involving a cohort of over 800 university students. The study adopted a student perspective to examine the factors affecting their use of computers over a three year period. Unsurprisingly, the results indicated that situational factors (e.g. access, training and time) influence the extent to which students use computers, but a disparity was found in the importance attributed to these factors by the academic staff, who focused on the needs of their department, and by the students, who focused on their individual needs. Results suggest that increased attention to a student perspective may lead to improved strategic planning in students' use of computers.
Type: Journal Article
DOI Link:
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.
Affiliation: Queen's University Belfast
Deputy Principal's Office
Queen's University Belfast
Queen's University Belfast

Files in This Item:
File Description SizeFormat 
McMahon et al_JCAL_1999.pdf43.48 kBAdobe PDFUnder Embargo until 31/12/2999     Request a copy

Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependant on the depositor still being contactable at their original email address.

This item is protected by original copyright

Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

If you believe that any material held in STORRE infringes copyright, please contact providing details and we will remove the Work from public display in STORRE and investigate your claim.