Australasian Journal of Educational Technology
2012, 28(4), 580-598
Empirical validation of the importance of employees’ learning motivation for workplace e-learning in Taiwanese organisations
Hsiu-Ju Chen and Chia-Hung Kao
I-Shou University, Taiwan E-learning systems, adopted by organisations for employee training to enhance employees’ performance, are characterised by self-directed, autonomous learning. Learning motivation is then of importance in the design of e-learning practices in workplace. However, empirical study of the alignment of e-learning with individual learning needs and organisational goals is an area with limited research. This study intends to clarify the importance ...view middle of the document...
g. Wang, Wang & Shee, 2007). Through use of elearning systems, employees can transfer what they have acquired from the training to their jobs and thereby increase their productivity (e.g. Chen, 2010). This helps employees’ renewals of knowledge and skills while also reducing knowledge gaps between what the organisations have and what they need in keeping competitiveness. However, e-learning in workplaces still remains a fragmented, complex, and challenging area (Wang, 2011). The impact of organisational training contexts on new entrants’ e-learning training has been verified, but e-learning in workplaces is still confronted with a highly complex set of factors, such as learners, activities, outcomes, etc. (Chen, 2012; Collin, 2006; Wang, Ran, Liao & Yang, 2010). The alignment of the learning with employees’ individual learning needs and organisational goals in a systemic way also lacks clarification in existing studies (Collin, 2006; Wang et al., 2010). E-learning provides learning more learner-centred than instructor-oriented, and workplace learning involves adult learning that emphasises employees’ rational
Chen and Kao
motivation in learning to meet their needs. Learning motivation which indicates human stimulated needs driving individuals to act to meet those needs, is then of importance in the design of e-learning practices for employees’ self-directed learning in work environments (Cross, 1982; Houle, 1979; Rubenson, 1991). Consequently, it raises an important issue clarifying the impact of learning motivation on employees’ elearning training. The information systems (IS) success model, which captures both the technological dimension and the human dimension of human use of information systems/services, provides a systematic theoretical foundation for investigating employees’ learning outcomes from e-learning systems (DeLone & McLean, 2003; Seddon, 1997; Wang et al., 2007; Wu & Wang, 2006). This study is therefore theory based on a model for empirical clarification of the impact of learning motivation in employees’ e-learning training. It provides a theoretical basis reflecting the impact of employees’ other perceived net benefits involved in e-learning system usage (Seddon, 1997; Seddon & Kiew, 1996). This study therefore adopts this model to clarify the importance of learning motivation in employees’ self-directed, autonomous e-learning training for productivity. The clarification seeks to improve understanding of employees’ elearning use in the changed training environment in workplaces, and also the alignment of the learning with employees’ learning needs and organisational goals in e-learning training.
E-learning systems for employee training E-learning refers to learning experiences gained through use of information technology, and focuses on the broadest view of learning that goes beyond the traditional learning paradigms (Rosenberg, 2006; Tsai, Shih & Feng, 2008). It is also characterised by...