Social Support as a Neglected E-Learning Motivator Affecting Trainee's Decisions of Continuous Intentions of Usage

Autor/inn/en	Weng, Cathy; Tsai, Chin-Chung; Weng, Apollo
Titel	Social Support as a Neglected E-Learning Motivator Affecting Trainee's Decisions of Continuous Intentions of Usage
Quelle	In: Australasian Journal of Educational Technology, 31 (2015) 2, S.177-192 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Foreign Countries; Electronic Learning; Social Support Groups; Learning Motivation; Social Influences; Learning Theories; Workplace Learning; Training; Intentional Learning; Educational Technology; Employee Attitudes; Well Being; Computer Attitudes; Adoption (Ideas); Self Efficacy; Questionnaires; Structural Equation Models; Statistical Analysis; Goodness of Fit; User Satisfaction (Information); Taiwan + Suchen Sie Ihr Suchwort? Ausland; Social support; Soziale Unterstützung; Motivation for studies; Lernmotivation; Sozialer Einfluss; Learning theory; Lerntheorie; Ausbildung; Intentionales Lernen; Unterrichtsmedien; Arbeitnehmerinteresse; Well-being; Wellness; Wohlbefinden; Ideas; Ideenfindung; Self-efficacy; Selbstwirksamkeit; Fragebogen; Statistische Analyse; Benutzerfreundlichkeit
Abstract	Drawing from the social influence theory and acknowledging that the others' support within the work context affects employees' learning, values, and behaviours, an alternative framework was proposed to explain employees' learning satisfaction and future intention to participate in e-training programs in the current study. 578 survey data collected from employees of various corporations in Taiwan provide empirical support for our extended model. The results suggest that social support from peers and supervisors, a usually neglected factor, has significant effect on trainees' learning satisfaction, while family support, an often neglected antecedent of e-learning choice, was surprisingly found to affect trainees' continuous intentions to participate. Finally, the paper concludes with the importance of employees' perceptions of social support in terms of organisational training. The impact of human resource management policies is also discussed. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01