302 302 302 302 302 J. McMahon et al. © 1999 Blackwell Science Ltd, Journal of Computer Assisted Learning, 15 15 15 15 15, 302–311 Journal of Computer Assisted Learning (1999) 15 15 15 15 15, 302–311 302 302 302 302 302 © 1999 Blackwell Science Ltd Barriers to student computer usage: staff and student perceptions J. McMahon, J. Gardner, C. Gray & G. Mulhern The Queen’s University of Belfast Abstract Abstract Abstract Abstract 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. Keywords: Access; Computer usage; Staff and student perceptions Introduction Introduction Introduction Introduction Introduction Since the 1970s a number of initiatives have promoted the use of computers in UK compulsory and higher education (see Gardner et al., 1993; MacFarlane, 1998). Many of these programmes were developed in response to the recommendations of the Barnard report, which had proposed that ‘a scheme to provide introductory courses for all undergraduates should be started as soon as possible’ (Barnard, 1970, p. 1). Various initiatives have been built on this aim and the Committee of Vice-Chancellors and Principals (CVCP 1997, cited in Dearing 1997, p. 135) has reported that universities are continuing to reaffirm IT skills as one of the key outcomes of university education. This paper investigates a number of contextual and situational factors which may act as barriers to developing the computer use. In particular, issues relating to support (training, help and information) and resources (access and computing facilities) were examined from the students’ perspective. These were compared with the views of staff to establish the extent to which students’ concerns and needs are being recognised. Accepted: 12 February 1999 Correspondence: Professor John Gardner, Graduate School of Education, The Queen’s University of Belfast, 69 University Street, Belfast BT7 1HL Email:j.gardner@qub.ac.uk