The Effects of Self-Regulated Learning Processes on E-Learning Outcomes in Organizational Settings

  • Authors:

  • Zeying Wan;Deborah Compeau;Nicole Haggerty

  • Affiliations:

  • Sobey School of Business, Saint Mary's University;Richard Ivey School of Business Administration, University of Western Ontario;Richard Ivey Business School, University of Western Ontario

  • Venue:
  • Journal of Management Information Systems
  • Year:
  • 2012

Quantified Score

Hi-index 0.00

Visualization

Abstract

This paper focuses on employees' e-learning processes during online job training. A new categorization of self-regulated learning strategies, that is, personal versus social learning strategies, is proposed, and measurement scales are developed. The new measures were tested using data collected from employees in a large company. Our approach provides context-relevant insights into online training providers and employees themselves. The results suggest that learners adopt different self-regulated learning strategies resulting in different e-learning outcomes. Furthermore, the use of self-regulated learning strategies is influenced by individual factors such as virtual competence and goal orientation, and job and contextual factors such as intellectual demand and cooperative norms. The findings can 1 help e-learners obtain better learning outcomes through their active use of varied learning strategies, 2 provide useful information for organizations that are currently using or plan to use e-learning for training, and 3 inform software designers to integrate self-regulated learning strategy support in e-learning system design and development.