fieldconclusionsreviewmeladesign corporate elearning acceptance: the role of context and...

FieldField ConclusionsConclusionsReviewReview MeLAMeLADesignDesign

Corporate eLearning Acceptance: Corporate eLearning Acceptance:

the role of Context and the role of Context and CommunicationCommunication

Chiara Succi & Lorenzo Cantoni

University of Lugano

ICELW 2008

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AgendaAgenda

• Research Problem & Design

• Literature Review

• Map of eLearning Acceptance (MeLA)

• Field studies

• Conclusions


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IntroductionIntroduction

• Fast integration of ICT and their impact onto society– Computer literacy & employability– Knowledge as a key factor– “Just in time” workforce (Rifkin, 2001)

• Importance of eLearning in the knowledge society

DesignDesign

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Research ProblemResearch Problem

• Dropout is the “Achilles heel” of eLearning (Martinez, 2003) or its embarrassing secret and “taboo” (Frankola, 2001)

• Dropouts rates are at least 10 to 20% higher than in their face-to-face counterparts

• Lack of sound, rigorous models specifically focused on learners’ acceptance and satisfaction with eLearning

DesignDesign

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Research questionsResearch questions

• Q1: How is the eLearning acceptance process structured?

• Q2: Which is the role of the context in eLearning acceptance?

• Q3: Which is the role of communication in eLearning acceptance?

DesignDesign

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MethodologyMethodology

• Q1 has been answered through the analysis of the literature – a conceptual map

• Q2 has been answered through literature review and case studies

• Q3 has been answered through case studies and two surveys– list of variables and a taxonomy– final acceptance index

DesignDesign

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Alenia (IT), Esprinet (IT), Banca Intesa (IT)

Kraft (UK), Alcoa (Australia)

Fiat Auto (IT), Ernst & Young (IT), JetBlue

(USA), Homedepot (USA)

DesignDesign

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Theoretical FrameworkTheoretical Framework

• From the literature– Innovation acceptance

• Diffusion theories (Rogers, 2003)

– Technology acceptance• TAM (Davis, 1989)

– Learning Acceptance• Higher and Distance Education studies

(Rovai, 2003)

ReviewReview

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Important elementsImportant elements

• It is possible to identify:– Components (knowledge, commitment)

• they interact with each other

– Stages (preparation, action, persistence)• it is a process

– Variables (eLearner, asset, organizational context)• where should an organization intervene?

MeLAMeLA

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MeLA: Map of eLearning MeLA: Map of eLearning AcceptanceAcceptance

MeLAMeLA

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40 variables40 variables VARIABLE AUTHOR

1 Blended solution Oblender 2002

2 Communication behaviour Rogers 1995

3 Corporate Motivation Frankola 2001

4 Culture Veiga et al. 2001

5Dissatisfaction with the status quo

Ely 1999

6 Effort expectancy Venkatesh et al. 2003

7 Engagement Collis & Pals 2000

8 Expectations Inan (2004); Frankola 2001

9 ExperienceSzajna 1996; Venkatesh & Davis 2000; Venkatesh et al. 2003.

10 External system Bajtelsmit (1988)

11 Facilitating conditions Venkatesh et al. 2003

12 Felt needs/problems Rogers 1995

13 Goal Commitment Tinto 1975

14 Image Venkatesh & Davis 2000

15 Incentives Wolski & Jackson 1999

16 Institutional CommitmentTinto 1975, Ely 1999, Collis & Pals (2000)

17 Job relevance Venkatesh & Davis 2000

18 Managerial oversightFrankola 2001; ASTD & Masie 2001

19 Marketing ASTD & Masie 2001

20 Norms of the social systems Rogers 1995

VARIABLE AUTHOR

21 Output quality Venkatesh & Davis 2000

22 Peer communication Fuller 2000; Rogers 1995

23 Perceived Compatibility Rogers 1995

24 Perceived Complexity Rogers 1995

25 Perceived Observability Rogers 1995

26 Perceived Relative advantage Rogers 1995

27 Perceived Trialability Rogers 1995

28 Perceived Usefulness Davis et al. 1989

29 Performance expectancy Venkatesh et al. 2003

30 Performance Review ASTD & Masie 2001

31 Place ASTD & Masie 2001

32 PreparationPrendergast, 2003; Arsham 2002; Lynch 2001

33 Result demonstrability Venkatesh & Davis 2000

34 Rewards Frankola 2001; Ely 1999

35 Social influence Venkatesh et al. 2003

36 Social integration Tinto 1975; Inan (2004)

37 Subjective norm Venkatesh & Davis 2000

38 TimeRekkedal 1972; Frankola 2001; Ely 1999

39 Training Wolski & Jackson 1999

40 VoluntarinessVenkatesh & Davis 2000; Venkatesh et al. 2003

MeLAMeLA

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... and 4 critical areas... and 4 critical areas

Micro - level Meso - level

Commitment Meaning Involvement

Knowledge Information Framework

MeLAMeLA

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... and 4 critical areas... and 4 critical areas• MEANING

– To make sure learners have “good reasons” to attend an activity and that they can see an added value for their job career.

• INFORMATION– Learners have to expect the right thing. New skills, innovative learning

strategies and a different time management are implied by eLearning.

• INVOLVEMENT– The support of the top-management is extremely important to create

an eLearning culture; the use formal and informal channels to integrate eLearning in corporate practices and values.

• FRAMEWORK– Allocation of time windows and spaces for eLearning activities;

encouraging policies and incentive systems can enhance eLearning acceptance.

MeLAMeLA

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FieldField ConclusionsConclusionsReviewReview MeLAMeLADesignDesign FieldField

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6 steps toward the final index6 steps toward the final index• SELECTION

– important factors have been selected from the literature on the base of researcher reflections’ and on their observations during explorative case studies

• REFINING– through an ex-post rationalization, variables have been compared with important factors

emerged in the case studies in order to verify the completeness of the list

• OPERATIONALIZATION– all the variables have been described based on the interviews conducted with learning

officers in the case studies (es. com. behaviour – com. plan)

• CLUSTERING– critical areas have been identified and verified discussing with eLearning managers

• ASSESSMENT– a survey has been built in order to assess the presence of the variables and to verify if the

list assembled by case studies was complete

• RANKING– a second survey has been delivered to a different sample to assign a value to each

variable

FieldField

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Case studiesCase studiesPeriod Esplorative Descriptive Project Investigated

Alcoa (AU) June 2005 X Launch of a global platform

Alenia (IT) September 2003 X Two online courses: Global English and Best

Banca Intesa (IT)

December 2003 X Migration learning for front-desk employees: “Lo Sportello”

Ernst & Young (IT)

July 2005 X Launch of a global platform: E&Y Learning Connection

Esprinet (IT)

September 2003 X English online course

Fiat (Isvor) (IT)

September 2005 X Training for vendors on a new car: Grande Punto

Homedepot (USA)

January 2006 X Learning curriculum for shopping assistants

jetBlue (USA)

February 2006 X Portal for online learning: E190 aircraft

Kraft (UK) January 2004 X Launch of a global training program

FieldField

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1° survey1° survey

• Built and delivered in collaboration with the Masie Center (NY) and the Learning Consortium (www.masie.com)

• Sample of 144 Fortune 500 companies (10-15 milions of employees)

• Only learning managers and CLOs involved

• Pilot with 5 learning managers• Response ratio 42%

FieldField

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2° survey2° survey

• Sample– 55 contacts of the Learning Consortium who left their

data for the follow-up– 12 learning managers met during case studies– 139 learning managers– the questionnaire has also been promoted by an

online magazine and some blogs

• 54 valid questionnaires back

FieldField

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eLearning Acceptance IndexeLearning Acceptance Index Mean

Standard Deviation Valid

1. P. Usefulness

2. to build a connection between the eLearning activity and the learner’s job 4.48 0.69 54

2. Corporate Motivation

10. to enlist managers in supporting and involving in eLearning activities 4.33 0.91 54

3. Support

17. to provide technical and content support during the eLearning activity 4.28 0.90 54

4. Goal Commitment

3. to specify the behavioral/performance goals of the eLearning activity 4.22 0.79 54

5. Preparation7. to specify details of the eLearning activity 4.11 0.86 54

6. Institutional Commitment

4. to specify the organization's business goals for the eLearning activity 4.09 0.90 53

7. Culture

11 to align eLearning activities with other training activities and with the organization’s values, processes and practices 4.09 0.98 54

8. Communication Behaviour

9. to use communication/internal marketing channels to promote the eLearning activity 3.92 0.94 53

9. Voluntariness

15. to specify a target audience and/or the degree to which the activity is compulsory or voluntary 3.89 1.02 54

MeanStandard Deviation Valid

10. Time

13. to set specific time restrictions/deadlines for the eLearning activity 3.63 1.00 54

11. Peer Communication

12. to place “champions” in the different locations to support activities 3.45 1.10 53

12. Training

6. to prepare/train eLearners about relevant issues and skills in order to attend successfully an eLearning experience 3.44 1.09 54

13. P. Relative Advantage

1. to clarify the advantage(s) of eLearning 3.24 1.23 54

14. Incentives

16. to create incentives and/or a recognition system for eLearning results 3.19 1.10 54

15. Experience & Expectations

5. to track eLearners’ expectations and/or their previous experiences with eLearning 3.17 1.18 54

16. P. Observability

8. to provide eLearners with the opportunity to try technologies/tools before actually starting the eLearning activity 3.15 1.22 54

17. Place

14. to set guidelines for the physical environment where eLearning takes place

2.81 1.12 54

FieldField

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ResultsResults

• Creation of a Map (MeLA) that integrate different models

• Definition of the eLearning Acceptance Index as a tool for learning managers and researchers

• Set of variables considered important by the 100% of responders

• Ranking of parameters to set priorities in the implementation process

ConclusionsConclusions

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• Companies are more focused on the short-term (details vs. organizational culture)

• Small and young companies invest more on the context to enhance the commitment of eLearners

• Communication channels are in use even if not fully exploited


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Future developmentsFuture developments

• Refine the methodology– Extension of the sample

• Geographical (Asia and Europe)• Numerical

– Stronger interpretative framework• Causal relationships among variables

• Define consistent implementation procedures and a set of management guidelines – Inclusion of external variables (costs, time,

complexity)


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Warm invitationWarm invitation

Dedicated supportDedicated support

Passionate commitmentPassionate commitment

fieldconclusionsreviewmeladesign corporate elearning acceptance: the role of context and...

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