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

Authors:
Bo Cheng;Minhong Wang;Stephen J. H. Yang; Kinshuk;Jun Peng
Affiliations:
Faculty of Education, The University of Hong Kong, Pokfulam Road, Hong Kong;Faculty of Education, The University of Hong Kong, Pokfulam Road, Hong Kong;Department of Computer Science and Information Engineering, National Central University, Taiwan;School of Computing and Information Systems, Athabasca University, Alberta, Canada;Faculty of Education, The University of Hong Kong, Pokfulam Road, Hong Kong
Venue:
Computers & Education
Year:
2011

Citing 18
Cited 1

Computer-mediated collaborative learning: an empirical evaluation

MIS Quarterly
Assessing IT usage: the role of prior experience

MIS Quarterly
Why don't men ever stop to ask for directions? Gender, social influence, and their role in technology acceptance and usage behavior

MIS Quarterly
E-Learning: Strategies for Delivering Knowledge in the Digital Age

E-Learning: Strategies for Delivering Knowledge in the Digital Age
Technology for Performance-Based Lifelong Learning

ICCE '02 Proceedings of the International Conference on Computers in Education
A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies

Management Science
Factors affecting engineers' acceptance of asynchronous e-learning systems in high-tech companies

Information and Management
The role of moderating factors in user technology acceptance

International Journal of Human-Computer Studies
A meta-analysis of the technology acceptance model

Information and Management
Understanding knowledge sharing in virtual communities: an integration of social capital and social cognitive theories

Decision Support Systems
Understanding Web-based learning continuance intention: The role of subjective task value

Information and Management
Understanding e-learning continuance intention in the workplace: A self-determination theory perspective

Computers in Human Behavior
e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning

e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning
The role of perceived user-interface design in continued usage intention of self-paced e-learning tools

Computers & Education
Extending the TAM model to explore the factors that affect Intention to Use an Online Learning Community

Computers & Education
Integrating organizational, social, and individual perspectives in Web 2.0-based workplace e-learning

Information Systems Frontiers
Perceived usefulness, perceived ease of use, and user acceptance of information technology

MIS Quarterly
Contributing knowledge to electronic knowledge repositories: an empirical investigation

MIS Quarterly

Creating a performance-oriented e-learning environment: A design science approach

Information and Management

Quantified Score

Hi-index	0.00

Visualization

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.