The Effects of Organizational Learning Environment Factors on E-Learning Acceptance

Autor/inn/en	Cheng, Bo; Wang, Minhong; Moormann, Jurgen; Olaniran, Bolanle A.; Chen, Nian-Shing
Titel	The Effects of Organizational Learning Environment Factors on E-Learning Acceptance
Quelle	In: Computers & Education, 58 (2012) 3, S.885-899 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2011.10.014
Schlagwörter	Foreign Countries; Electronic Learning; Distance Education; Workplace Learning; Socialization; Structural Equation Models; Lifelong Learning; Social Influences; Adult Learning; Adult Students; Intention; Employee Attitudes; Training; Organizational Development; Educational Environment; Student Motivation; Adoption (Ideas); Technology Integration; China + Suchen Sie Ihr Suchwort? Ausland; Distance study; Distance learning; Fernunterricht; Socialisation; Sozialisation; Life-long learning; Lebenslanges Lernen; Sozialer Einfluss; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Arbeitnehmerinteresse; Ausbildung; Organisationsentwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulische Motivation; Ideas; Ideenfindung
Abstract	Workplace learning is an important means of employees' continuous learning and professional development. E-learning is being recognized as an important supportive practice for learning at work. Current research on the success factors of e-learning in the workplace has emphasized on employees' characteristics, technological attributes, and training design elements, with little attention to workplace contextual effects. The study aims to investigate the impacts of organizational learning environment factors, including managerial support, job support, and organizational support, on employees' motivation to use a workplace e-learning system. A model was proposed based on the expectancy theory of training motivation and the social influences and facilitating conditions in technology acceptance models. The model was tested on sample data collected from mainland China using Structural Equation Modeling and Moderated Structural Equation Modeling. The results suggested that employees' perceived managerial support and job support had a significant impact on their perceived usefulness of the e-learning system for individual learning, and that perceived organizational support had a significant influence on the perceived usefulness of the e-learning system for social learning. Perceived usefulness for individual learning was found to completely mediate the environmental influences on individuals' motivation to use the system, while perceived usefulness for social learning made partial mediation in the effects of the environmental factors on intention to use. In addition, perceived job support was found to have moderating effects on the relationship between employees' perceived usefulness of the e-learning system and their intention to use the system. Consistent with previous findings, employees' perceptions about the usefulness of the e-learning system have significant effects on their intention to use the system in the work setting. (Contains 9 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10