Acceptance of Competency-Based Workplace e-Learning Systems: Effects of Individual and Peer Learning Support

Autor/inn/en	Cheng, Bo; Wang, Minhong; Yang, Stephen J. H.; Kinshuk; Peng, Jun
Titel	Acceptance of Competency-Based Workplace e-Learning Systems: Effects of Individual and Peer Learning Support
Quelle	In: Computers & Education, 57 (2011) 1, S.1317-1333 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2011.01.018
Schlagwörter	Foreign Countries; Electronic Learning; Instructional Design; Socialization; Structural Equation Models; Intention; Adult Learning; Adult Students; Workplace Learning; Competency Based Education; Training Methods; Adoption (Ideas); Employee Attitudes; Technology Integration; Interviews; China + Suchen Sie Ihr Suchwort? Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Socialisation; Sozialisation; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Didaktik; Trainingsmaßnahme; Ideas; Ideenfindung; Arbeitnehmerinteresse; Interviewing; Interviewtechnik
Abstract	Current endeavors to integrate competency-based learning approaches with e-learning systems designed for delivery of training to adult learners in the workplace are growing. However, academic efforts in examining learners' perceptions of, and reactions toward, this technology-delivered pedagogical innovation are limited. Drawing together perspectives from the literature on training and instructional design and technology acceptance, this research proposed a conceptual model to examine the influences of perceived individual and social learning support on employees' acceptance of competency-based e-learning systems. Structural equation modeling and multi-group structural equation modeling techniques were applied to sample data collected from work settings in Mainland China. The results show the positive effects of perceived individual learning support and perceived support for promoting a norm of cooperation on employees' intention to use the competency-based e-learning system. It was also found that perceived support for enhancing social ties had a negative effect on employees' behavioral intention. The gender, age, prior experience, and work experience differences in the main effects were also investigated. Besides, qualitative data collected via semi-structured in-depth interview provide complementary evidence to the findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10