Literature+Review_izah

Articles
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Literature Review Grid of Common Points
Where do students often access the computer and Internet?
 * Research Question:**

FSKKP's students often access the computer and internet at home/hostel, institution, and cybercafe/internet cafe.
 * Possible Answers:**


 * = === **Author’s Name** === ||= === ===

Home/Hostel
||= === Institution === ||= === ===

Cybercafe/Intrnet Cafe
||
 * Bukky Olufemi Omotayo ||< Only 9.4% from 664 respondent had access to the Internet at their home. || 26.1% had access to the Internet at their lecturer's offices and library staf offices. || On the source of access, it was found that majority of the Internet users made use of cyber cafes. The data revealed that of the 664 respondent, 96% had access to the Internet at cyber cafes. ||
 * Ling Zhao,

Yaobin Lu,

Wayne Huang,

Qiuhong Wang || Significant findings indicated that digital inequality in Internet existed in school, home and Internet cafe and student with Internet access at home had the highest level of Internet self-efficacy (ISE). || Availability of social support from school had a greater effect than that from home as parents influence did not associate with ISE. || In some developing countries like China, Internet cafe is considered as one important location to use the Internet and a place where high school students most often visit. According to the report of CNNIC (2008), about 57.3% of the student web users in senior high school and 39.3% in junior high school use the Internet at Internet cafe, and the proportion is even higher in rural areas. ||
 * Peter Hills,

Michael Argyle || The greatest number of participants used the Internet at home, but spent less time on line (M=2.8 h/week, N=138) than at work or in educational establishments. || Among users, participants spent most time on line at work,(M=6.5h/week, N=87)c closely followed by users at college or university (M=5.3 h/week, N=86). || Relatively few participants used the Internet in other places, such as public libraries and Internet shops/cafes (M=0.7 h/week, N=22). ||

**Literature Review**
1.0 Introduction According to Zhao (2010), as university, home and Internet cafe are main locations for students to use the Internet, digital inequality may exist in these locations. In urban areas, students can use the Internet either at home or at university, but students in rural areas may have to use the Internet at Internet cafe due to insufficient facilities at university or unaffordable expenses for Internet access at home. Even in the same area, Internet accessibility and quality, which may effect the Internet digital inequality reflected at different locations. As the Internet becomes an integral part of our daily life and the critical infrastructure for bussiness and economy, it calls for a cross-sectional view of the Internet inequality along various dimensions. I have consider my topic on "Where do students often access the computer and Internet?" to find out the points. FSKKP's students often access the computer and internet at home/hostel, class/school/work, and cybercafe/internet cafe.

__ 2.0 Home / Hostel __
Internet accessibility refers to the autonomy of using the Internet at different locations. Home is the first point that user access to the computer and Internet. There are many constraints to use the Internet freely at home. Omotayo (2006), find that home/hostel is the less popular among their research. Only 9.4% from 664 respondent had access to the Internet at their home. Zhao, Lu, Huang and Wang (2010) find that home ranks the first place as the main source of knowing the Internet fo junior high school students. Significant findings indicated that digital inequality in Internet existed in school, home and Internet cafe and student with Internet access at home had the highest level of Internet self-efficacy (ISE).

Academic perfomance is another important issue that teachers and parents are concern about. Jackson, Eye, and Biocca (2003) found that in families with low income, children who used the Internet at home more would get better GPAs and standardized test scores. But situation might be different in China because a great pressure of entering a higher school for those high school students. Internet use is always considered to be useless for academic perfomance by many parents. Besides that. Hills and Argyle (2003), find through their research that the greatest number of participants used the Internet at home, but spent less time on line (2.8 h/week) than at work or in educational establishments.

3.0 Institution Institution is the second point for user to access the computer and internet. First author, Omotayo (2006) clearly notes in his study that the second popular location that students access to the computer and Internet is at institutional. From 664 respondent that had involved in this study, 26.1% had access to the Internet at their lecturer's offices and library staf offices. For those who preferred the library, the reasons given include slowness of the Internet and the fact that library use is free. Second authors, Zhao, Lu, Huang, Wang (2010), find that availability of social support from school had a greater effect than that from home as parents influence did not associate with Internet self-efficacy (ISE). At school, social support refers to the training courses and encouragement from teachers on the use of Internet. Training is important to improve skills. The report from CNNIC reveales that, the lower penetration rate in these rural regions is due to the lack of equipments and training (CNNIC, 2007).

In the research on computer and Internet use, training was proved as an importance approach to improve computer self-efficacy (Compeau & Higgins, 1995;Marakas, Yi & Johnson, 1998; Venkatesh & Davis, 1996;Wei 2009), and Internet self-efficacy (Torkzadeh & Dyke, 2002). Evidence from Martins and Kellermanns (2004) revealed that training was also helpful to reduce difficulty in using the ICT. They found that the more availability of technical support for web-based course management system, the easier business school students perceived the use of the system. The third authors, Hills and Argyle find through their research that among users, participants spent most time on line at work,(M=6.5h/week, N=87)c closely followed by users at college or university (M=5.3 h/week, N=86). However, institutional networks may block access to adult sites and most have sanctions for those discovered using them.

4.0 Cyber cafe / Internet Cafe Cybercafe or Internet cafe is the third point for user to access the computer and internet. According to first author, Omotayo (2006) clearly notes in his study that cyber cafe is the most popular location for surfing the Internet. On the source of access, it was found that majority of the Internet users made use of cyber cafes. The data revealed that of the 664 respondent, 96% had access to the Internet at cyber cafes. The results on access to Internet confirm Mutula’s(2003) statement that in Africa, though connectivity is limited, people are increasingly gaining access to the Internet. The majority of the respondents surveyed surf the Internet through cyber cafe´s even though the university does not provide direct access points for them. Sairosse (2003) also found that most cyber cafe´ users were youth with majority of them being males. The present study confirms his findings that, though male and female undergraduates visit the cyber cafe´s, more males than females visit the places. More females use other sources like the lecturers’ offices. The reason could be as a result of the fact that female students shy away from cyber cafe´s because of the fact that it is generally filled with male students, so they prefer to use other available sources. Another reason could be that female undergraduates want privacy when checking their e-mails and surfing, while the male counterparts do not care so much about privacy.

Zhao, Lu, Huang, Wang (2010), find that in some developing countries like China, Internet cafe is considered as one important location to use the Internet and a place where high school students most often visit. According to the report of CNNIC (2008), about 57.3% of the student web users in senior high school and 39.3% in junior high school use the Internet at Internet cafe, and the proportion is even higher in rural areas. Internet cafe plays an important role in narrowing the digital gap as it provides chances for many people to know the Internet for the first time when they can’t afford a computer at home (Hong & Huang, 2005). However, problems rise along with the development of Internet cafe. For example, in some rural areas, even minors are allowed to go to the Internet cafe without their guardians’ permission and against the forbiddance by law. Without effective management and supervision by teachers and parents, adolescent students may be immersed in online gaming, chatting or other online entertainment, and even become addicted (Hille, 2009). Meanwhile, adolescent students are exposed to pornographic and violent contents flooding the Internet. As these problems are not particular to China, conducting research in the context of Internet cafe is necessary and important. The further comparison across the three locations would provide clearer comprehension on the status quo of each location and their impacts on high school students. At Internet cafe, there is a lack of supervision on Internet use from parents and superiors. Authors believe that students are more likely to try new applications which might be forbidden at home or school. Regardless of the attempts on unhealthy online content. At Internet cafe, the relationship between Internet self-efficacy and exploratory behaviors will be stronger than that at the other two locations. Internet cafe account for a great portion, especially for those senior high school students.

Besides that, Hills and Argyle find that cyber cafe is the less popular location to access the Internet because in their research, relatively few participants used the Internet in other places, such as public libraries and Internet shops/cafes (0.7 h/week).

5.0 Conclusion As the conclusion, there is a different location that students prefer to access the computer and Internet. Students often access the computer and internet at home/hostel, institution, and cybercafe/internet cafe. Users or students have their own right to choose which one of the location is more suitable and comfortable for them to access to the computer and Internet.

6.0 Reference List Omotayo, (2006). //A survey of Internet access and usage among undergraduates in an African university//. The International Information & Library Review, 38, pg215–224.

Zhao, Lu, Huang, Wang, (2010). //Internet inequality: The relationship between high school students’ Internet use in different// //locations and their Internet self-efficacy//. Computers & Education xxx, pg1–19.

Hills and Argyle, (2003). //Uses of the Internet and their relationships with individual differences in personality//. Computers in Human Behavior, 19 ,pg59–70.