Influence of online learning skills in cyberspace

Abstract

Purpose

This study aims to propose a conceptual structural equation model to investigate the relationships among e‐learning system quality, e‐learning readiness, e‐learners' competency as well as learning outcomes, and to demonstrate the direct and indirect effect of e‐learning system quality and e‐learning readiness on learning outcomes from the perspectives of e‐learners' competency.

Design/methodology/approach

A questionnaire was distributed to 379 full‐time employees from ten technological companies in Taiwan who have had e‐learning experience (n=379). Data were analyzed by employing structural equation modeling.

Findings

Results reveal that both e‐learning system quality and e‐learning readiness have a direct and significant impact on e‐learners' competency. However, e‐learning system quality and e‐learning readiness influence learning outcomes indirectly through e‐learners' competency. In addition, e‐learners' competency has direct and positive significant influence on learning outcomes.

Practical implications

Based on these findings, organizations in Taiwan that would like to implement e‐learning with their employees should focus on improving individuals' online learning skills such as self‐direction, meta‐cognitive, and collaborative skills.

Originality/value

The findings created an understanding of what attributes of external and internal factors influence the outcome of e‐learning in high tech companies. In terms of research contributions, the study extends previous researches by identifying the mediating effect of e‐learning competency on the relationship between e‐learning system quality, e‐learning readiness and learning outcome. Organizations that would like to adopt e‐learning to improve employees' knowledge and skills will be able to apply strategies based on the findings from the research.

Citation

Ho, L., Kuo, T. and Lin, B. (2010), "Influence of online learning skills in cyberspace", Internet Research, Vol. 20 No. 1, pp. 55-71. https://doi.org/10.1108/10662241011020833