The Employees' Motivations and Barriers of e-Learning in Private Organizations

• Main Authors: Yu-Yan Huang, 黃伃延
• Other Authors: Hai-En Yang
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/93684240870383489190

碩士 === 國立臺灣科技大學 === 技術及職業教育研究所 === 97 === Abstract 　　The purpose of present study was using qualitative approach to explore the employees’ motivations and barriers of e-learning in organizations. By applying theoretical foundations of learning motivation theories and theory of planned behavior, the researcher investigated the influences of employees’ reasoned actions and emotional effects to their intentions of e-learning in private organizations. The study finds that not only attitudes, subjective norm, and perceived behavioral control in Ajzen’s theory of planned behavior have an effect on behavioral intention, conforming to the literature, but beliefs toward future anticipation as indicated in learning motivation theories also make an impact on it. 　　Furthermore, the study used phenomenological hermeneutic approach to interpret the employees’ e-learning barriers in organizations. Ten interviewees from eight different enterprises in diverse industries were selected by purposive sampling. The data were collected from semi-structured in-depth interviews, open-ended questionnaires, and e-learning documents provided by the employees. Adopting the grounded theory, the researcher conducted analysis of the text and deduction of the text to elicit the employees’ viewpoints of e-learning. The findings reflect that there are three main kinds of blocks perceived by the employees as barriers of e-learning: (1) the blocks which require the learner to make a detour on the learning path, e.g., emotional resistance; (2) the blocks which can be overcome by using implements, e.g., learning without interactions; (3) the blocks on the road, e.g., habits which the learner has not yet accommodate to. Moreover, there are also three main categories of learning motivations identified: (1) the imperative learning motivations which prompt the learner to accomplish any challenges, e.g., benefits to the tasks of their work; (2) the rationalized motivations which make the learners perceive that the future anticipation is greater than one’s own efforts, e.g., convenience; (3) the learning motivations which relate to behaviors of emotional effects, e.g., Curiosity. Drawing on the findings, it has been possible to make use of the three categories of learning motivations to conquer the three kinds of blocks (barriers). Finally, some implications are suggested for overcoming the e-learning barriers of employees.