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Public and private organizations continue to invest heavily in computing technologies for individual, group, organizational, and inter-organizational communication and learning activities. However, this investment approach appears to neglect consideration of individual characteristics with respect to communication and computer attitudes. The effects of individual characteristics of computer anxiety and communication apprehension upon computer technology usage are often overlooked in most adoption and deployment activities of information systems functions in general and technology-mediated learning environments in particular. To help us gain a better understanding of individual factors that can influence usage and outcomes of computer technologies for learning purposes, this research examines computer anxiety and communication apprehension and their relationships to individual performance in a computing and programming-intensive course. The results indicate that computer anxiety and communication apprehension significantly influence performance outcomes in such a course. The paper concludes with a discussion of the implications and directions for future research.

Investigating Computer Anxiety and Communication Apprehension as Performance Antecedents in a Computing-Intensive Learning Environment