Understanding participation in e‐learning in organizations: a large‐scale empirical study of employees

Abstract

Much remains unknown in the increasingly important field of e-learning in organizations.Drawing on a large-scale survey of employees (N = 557) who had opportunities to participate in voluntary e-learning activities, the factors influencing participation in e-learning are explored in this empirical paper. It is hypothesized that key variables derived from the theories of planned behaviour and instructional design -general-person characteristics, motivation to learn, general and task-specific self-efficacy, situational barriers and enablers, and instructional design characteristics -will predict participation in e-learning. Using structural equation modelling, we find statistical support for the overall theoretical model proposed. We discuss the implications for practice.

A framework for research on e‐learning assimilation in SMEs: a strategic perspective

“…As suggested in earlier studies, employees' e-learning capabilities may differ in accordance with individual characteristics such as age, gender, level of education, and personal or professional experiences (Garavan et al, 2010).…”

“…As technology-related concerns in the context of distance learning may constitute constraints or barriers to participation in e-learning through their impact on self-efficacy and motivation to learn (Garavan et al, 2010), employees lacking sufficient technical IT skills may be less willing to resort to e-learning. Workplace learning aims at acquiring "from basic skills to high technology and management practice that are immediately applicable to workers' jobs, duties, and roles" (Wang, 2011, p. 192).…”

Examining Factors Influencing Technical-Vocational University Students’ Learning Effectiveness of English Proficiency Development in a Blended e-Learning Environment

“…The majority of the scale items were adopted from prior works of e-learning literature but modified slightly for our research context. Those items regarding e-learning self-efficacy were integrated and adapted from Garavan et al (2010), Kim and Frick (2011) Once the item list for the initial questionnaire was generated, an iterative personal interview process was conducted to refine the draft instrument. These interviews enabled the researcher to gauge the clarity of the tasks, assess whether the instrument captured the desired phenomena, and verify that important aspects have not been omitted.…”

Impacto do treinamento no trabalho: determinantes individuais e contextuais em cursos corporativos a distância

“…Dessa forma, embora o e-learning venha se tornando um método dominante de entrega de treinamentos em ambientes de trabalho (Derouin et al, 2005), nem sempre a sua qualidade acompanha o aumento quantitativo expressivo observado na oferta dessas ações (Joo, Lim & Park, 2011) e muito ainda permanece desconhecido nesse campo, cada vez mais importante, do e-learning nas organizações (Garavan, Carbery, O'Malley & O'Donnell, 2010).…”