Key Factors of e-Learning: A Case Study at a Spanish Bank
Rafael Andreu, IESE Business School, Spain ; Kety Jauregui, ESAN, Peru
JITE-Research Volume 4, Number 1, ISSN 1539-3585 Publisher: Informing Science Institute
Given the evident potential shown by developing new technologies, there are increasingly more companies that develop and implement training programs that use the new-technology-based facilities. Likewise, suppliers developing new-technology-based programs have emerged seeking greater effectiveness and cost reduction as opposed to traditional education. The purpose of this research is to analyze and understand the training program delivered by a Spanish bank. The main research should address the following question: What factors influence, and in what way, the adoption of technology-based training programs and such programs’ success and goal attainment? To the main question, research questions should be added that focus on the following issues: What are the factors regarding content and how do they influence the adoption of technology-based training programs and such programs’ goal attainment? What are the factors regarding learners and how do they influence the adoption of technology-based training programs and such programs’ goal attainment? What are the factors regarding tutors and how do they influence the adoption of technology-based training programs and such programs’ goal attainment? What are the factors regarding technology and how do they influence the adoption of a technology-based training program and such programs’ goal attainment? This research was based on case study. Emphasis was placed on the data collection and its analysis and interpretation to minimize validity and reliability problems. Data was collected through interviews with training directors, e-learning project head, participants and tutors. Other sources used were observations, documents and file records. Fourteen factors influencing the use and success of a new-technology based training program have been found. Some of the factors that emerged were: type of course content, teaching mode, course evaluation system, course development process, participant’s profile, professional tutor profile and technology satisfaction. Finally, these factors were grouped into four components: content, participant, tutor and technology. The results of this study may contribute to future research on this issue developed mainly under a firm context. The conceptual framework developed could be the basis for future research, as it holistically examines several factors intervening in the success of a training program. The framework could also be useful to give a complete view of the issue or a more specific one when examining each factor separately, as opposed to other studies developed which examine two or three factors together.
Andreu, R. & Jauregui, K. (2005). Key Factors of e-Learning: A Case Study at a Spanish Bank. Journal of Information Technology Education: Research, 4(1), 1-31. Informing Science Institute.
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