Abstract
Other research has investigated aspects of e-learning, e.g., comparing the effectiveness of e-learning with traditional classroom training and gauging the success of IT or computer skills training. This study focused on how to ensure that individuals continue their usage of business and management e-learning courses for self-development in Hong Kong corporations. This paper reports the development and testing of a theoretical model for continued usage. The proposed model was calibrated with a sample of 212 cases from five corporations in Hong Kong, and was subsequently validated with 15 questionnaires from a small e-commerce company of 50 staff. The data supported the model and the model had a moderate explanatory power (R 2 = 37%) for continued usage. The structural model was not affected by different collection periods (first collection batch vs. last collection batch), sample (calibration vs. validation), gender (male vs. female), position (manager vs. nonmanager), or computer usage experience (10 years or more vs. less than 10 years). However, the model was different for groups of different ages (aged 36 and above vs. below 36) and educational levels (university graduates vs. nongraduates). Further research and the business implications for improving the continued usage of business e-learning courses are discussed.
Similar content being viewed by others
References
Alter, S. (1999). A general, yet useful theory of information systems (Vol 1, pp. 1–70) Atlanta, GA, USA: Association for Information Systems.
ASTD (2001). A vision of e-learning for America’s workforce. Developed by American Society of Training and Development (ASTD) and the National Governors Associations (NGA). Retrieved October 14, 2002, from http://www.nga.org/Files/pdf/ELEARNINGREPORT.pdf.
Bhattacherjee, A. (2001). Understanding information systems continuance: An expectation–confirmation model. MIS Quarterly, 25(3), 351–370.
Chau, P. Y. K. (1997). Reexamining a model for evaluating information center success using a structural equation modeling approach. Decision Sciences, 28(2), 309–334.
CIPD (2002). How do people learn? In J. Reynolds, L. Caley & R. Mason (Eds.) Research report. London: Chartered Institute of Personnel and Development.
Clark, R. C., & Mayer, R. E. (2003). E-learning and the science of instruction. San Francisco, CA, USA: Jossey-Bass Pfeiffer.
Cross, J., & Hamilton, I. (2002). The DNA of eLearning, excerpt from beyond eLearning, Internet Time Group. Retrieved July 7, 2005, from http://www.internettime.com/beyond.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use and user acceptance of information technology. MIS quarterly, 13(3), 319–340.
Davis, F. D., Bagozzi, R. P., & Warshaw, P.R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 982–1003.
Davis, F. D., Bagozzi, R. P., & Warshaw, P.R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace. Journal of Applied Social Psychology, 22(14), 1111–1132.
DeLone, W. H., & McLean, E. R. (2003). The DeLone and McLean model of information systems success: A ten-year update. Journal of Management Information Systems, 19(4), 9–30.
Fornell, C. (1982). A second generation of multivariate analysis. New York: Praeger.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50.
Frankola, K. (2001). Why online learners drop out. Workforce, 80, 53–60, (October).
Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis (5th ed.). Englewood Cliffs, NJ: Prentice Hall.
Hong S. J., Thong, J. Y. L., & Tam, K. Y. (2005). Understanding continued IT usage: An extension to the expectation-confirmation model in IT domain. In C. P. Wei & B. Yen (Eds.), Proceedings of the 9th Pacific-Asia conference on information system 2005 (pp. 1267–1280).
Igbaria, M., Iivari, J., & Maragahh, H. (1995). Why do individuals use computer technology? A Finnish case study. Information & Management, 29(5), 227–238.
Jasperson, J, Carter, P. E., & Zmud, R. W. (2005). A comprehensive conceptualization of post-adoptive behaviors associated with information technology enabled work systems. MIS Quarterly, 29(3), 525–557.
Jöreskog, K. G. (2005). Structural equation modeling with ordinal variables using LISREL. Retrieved August 15, 2005, from http://www.ssicentral.com/lisrel/techdocs/ordinal.pdf.
Levine, D. M., Berenson, M. L., & Stephen, D. (1999). Statistics for managers (2nd ed.). Upper Saddle River, New Jersey, Prentice Hall.
MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modelling. Psychological Methods, 1(2), 130–149.
Moshinskie, J. (2002). How to keep e-learners from e-escaping. In A. Rosette (Ed.), The ASTD e-learning handbook (pp. 218–233). New York: McGraw-Hill.
Rothwell, W. (2002). The workplace learner: How to align training initiatives with individual learning competencies. New York: AMACOM.
Seddon, P. B. (1997). A respecification and extension of the DeLone and McLean model of IS success. Information Systems Research, 8(3), 240–253.
Thong, J. Y. L., Hong, W. Y., & Tam K. Y. (2002). Understanding user acceptance of digital libraries: What are the roles of interface characteristics, organizational context, and individual differences? International Journal of Human-Computer Studies, 57(3), 215–242.
Wixom, B. H., & Todd, P. A. (2005). A theoretical integration of user satisfaction and technology acceptance. Information Systems Research, 16(1), 85–102.
Yeung, P. (2006). Understanding the continued usage of business e-learning courses in HK Corporations (D.B.A. thesis). Australia: Macquarie University.
Yeung, P., & Jordan, E. (2006). Understanding the continued usage of business e-learning courses in HK corporations. In D. Kumar & J. Turner (Eds.), International federation for information processing, volume 210, education for the 21st century-impact of ICT and digital resources, WCC 2006 Santiago, Chile (pp. 245–254). Boston: Springer.
Yi, M. Y., & Davis, F. D. (2003). Developing and validating an observational learning model of computer software training and skill acquisition. Information Systems Research, 14(2), 146–169.
Yu, J., & Cooper, H. (1983). A qualitative review of research design effects on response rates to questionnaires. Journal of Marketing Research, 20(1), 36–44.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Yeung, P., Jordan, E. The continued usage of business e-learning courses in Hong Kong corporations. Educ Inf Technol 12, 175–188 (2007). https://doi.org/10.1007/s10639-007-9042-8
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-007-9042-8