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Article: Acceptance of competency-based workplace e-learning systems: Effects of individual and peer learning support

TitleAcceptance of competency-based workplace e-learning systems: Effects of individual and peer learning support
Authors
KeywordsAdult learning
Cooperative/collaborative learning
Distance education and telelearning
Evaluation of CAL systems
Pedagogical issues
Issue Date2011
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/compedu
Citation
Computers And Education, 2011, v. 57 n. 1, p. 1317-1333 How to Cite?
AbstractCurrent 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. © 2011 Elsevier Ltd. All rights reserved.
Persistent Identifierhttp://hdl.handle.net/10722/135599
ISSN
2015 Impact Factor: 2.881
2015 SCImago Journal Rankings: 3.143
ISI Accession Number ID
Funding AgencyGrant Number
UGC GRF717708
Hong Kong SAR Government
University of Hong Kong201002160030
NSERC
iCORE
Xerox
Funding Information:

This research is supported by a UGC GRF Grant (No. 717708) from the Hong Kong SAR Government, a Seeding Fund for Applied Research (No. 201002160030) from The University of Hong Kong, in addition to other support from NSERC, iCORE, Xerox, and the research related funding by Mr. A. Markin. The authors thank Prof. Haijing Jiang and Mr. Jun Du for their valuable support to this project.

References

 

DC FieldValueLanguage
dc.contributor.authorCheng, Ben_HK
dc.contributor.authorWang, Men_HK
dc.contributor.authorYang, SJHen_HK
dc.contributor.authorKinshuken_HK
dc.contributor.authorPeng, Jen_HK
dc.date.accessioned2011-07-27T01:37:27Z-
dc.date.available2011-07-27T01:37:27Z-
dc.date.issued2011en_HK
dc.identifier.citationComputers And Education, 2011, v. 57 n. 1, p. 1317-1333en_HK
dc.identifier.issn0360-1315en_HK
dc.identifier.urihttp://hdl.handle.net/10722/135599-
dc.description.abstractCurrent 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. © 2011 Elsevier Ltd. All rights reserved.en_HK
dc.languageengen_US
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/compeduen_HK
dc.relation.ispartofComputers and Educationen_HK
dc.rightsNOTICE: this is the author’s version of a work that was accepted for publication in Computers & Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Computers & Education, 2011, v. 57 n. 1, p. 1317-1333. DOI: 10.1016/j.compedu.2011.01.018-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectAdult learningen_HK
dc.subjectCooperative/collaborative learningen_HK
dc.subjectDistance education and telelearningen_HK
dc.subjectEvaluation of CAL systemsen_HK
dc.subjectPedagogical issuesen_HK
dc.titleAcceptance of competency-based workplace e-learning systems: Effects of individual and peer learning supporten_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0360-1315&volume=57&issue=1&spage=1317&epage=1333&date=2011&atitle=Acceptance+of+competency-based+workplace+e-learning+systems:+effects+of+individual+and+peer+learning+support-
dc.identifier.emailWang, M: magwang@hku.hken_HK
dc.identifier.authorityWang, M=rp00967en_HK
dc.description.naturepostprint-
dc.identifier.doi10.1016/j.compedu.2011.01.018en_HK
dc.identifier.scopuseid_2-s2.0-79951945740en_HK
dc.identifier.hkuros187417en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-79951945740&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume57en_HK
dc.identifier.issue1en_HK
dc.identifier.spage1317en_HK
dc.identifier.epage1333en_HK
dc.identifier.isiWOS:000289396000021-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridCheng, B=37074211400en_HK
dc.identifier.scopusauthoridWang, M=8723779700en_HK
dc.identifier.scopusauthoridYang, SJH=25924575100en_HK
dc.identifier.scopusauthoridKinshuk=16230394700en_HK
dc.identifier.scopusauthoridPeng, J=35335169300en_HK
dc.identifier.citeulike8791292-

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