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This study evaluated an intervention for building undergraduates' technological literacies for higher education in support of use of the learning management system and desktop applications. Self-efficacy scores between a control group and a treatment group were compared. Relationships between scores and demographic/experiential variables were also analyzed. The study failed to find (with limited strengths) significant differences between control and treatment. Differences between exempted anddoi:10.1016/j.iheduc.2005.09.004 fatcat:xldf53fy6zbkbmqtsre3ts7tpm