Persistence at e-Learning in a China Corporate Training Context
Stacey M. M. Shirra, University of Nottingham, Hong Kong ; Gregg Orr, University of Texas, United States
Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)
Corporations are finding e-learning as a valuable delivery method for training as it allows employees to take courses at a time that fits their schedules, and the courseware is scalable. This paper is a study of various functional levels of e-learning training delivered by an international food and beverage company operating at various locations in Mainland China. Though 26% of their training is delivered in face-to-face classrooms, a growing number of courses are posted in the company’s learning management system and delivered through e-learning. Some locations have a higher success rate in terms of numbers and percentages of completed courses. The completion rate among individual users follows a similar trail. Common factors for persistence at e-learning such as work environment and favorite courses, became evident. This pointed toward interviewing managers, developers, and end users to discover more about factors contributing to persistence. Finally, based on the work of Crisp and Nora (2009), a theoretical model for persistence in a China corporate e-learning context is proposed.
Shirra, S.M.M. & Orr, G. (2011). Persistence at e-Learning in a China Corporate Training Context. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 2252-2261). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)