Year: 2007
Type: article
Study design: Observational Study
Abstract: E-learning is a rapidly growing form of organizational learning and is being widely used to train and educate employees.However, the specific learner characteristics that lead to performance in an elearning environment are unclear.This study investigated this problem in corporate e-learning environments from an academic self-regulated learning (SRL) perspective.A causal model was introduced, highlighting dimensions of self-regulation hypothesized to be predictors of perceived elearning performance, in terms of mastery, retention and job performance.The eight dimensions of academic self-regulation considered are intrinsic goal orientation, extrinsic goal orientation, selfefficacy for SRL, computer self-efficacy, e-learning self-efficacy, time management, environment management, and help seeking.Quantitative data was gathered using an online questionnaire which was administered to employees at four major organizations and a group of students undertaking a postgraduate Information Technology course at the University of New South Wales, who are also fulltime employees at various organizations.Statistical analyses performed using the Partial Least Squares (PLS) technique demonstrated that e-learners with higher levels of intrinsic goal orientation, self-efficacy for SRL, e-learning self-efficacy, and environment management are likely to have better e-learning course performance.This study has both theoretical and practical implications for researchers, organizations and learners.
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W127252174