Abstract:
The purpose of this study was to determine computer literacy of distance students, and find out how they coped with using information technology from a distance. Their use of support services provided by the institution was also queried, as was the students' coping strategies when technology failed. Distance students at the University of Otago were sent a postal survey which asked them to evaluate their own confidence levels in word-processing, email, information literacy and file management. They were also asked to comment on their experiences with the computing component of their course, their frustrations and coping skills, and their preferred support services. The survey found that there were a significant number of students struggling with technology. Although many felt confident with email and word processing, others were unsure of their abilities, and the majority felt under-confident with the information literacy and online component of the courses. Interviews added insight to these experiences, and students were able to respond to questions about their greatest challenges with technology. Blackboard proved to cause the most frustration for various reasons, closely followed by access to library resources. Many students used their own local resources for information, rather than the ones provided by the university, and it was noted that they 'made do' with what they could access, rather that persevere with electronic resources which required more time and commitment. Although the University has many services which are available to students on-campus, there is a lack of policy relating to distance support services and this leads to a lack of standardization with regard to the preparation and delivery of many of the courses.
