Key Factors of e-Learning: A Case Study at a Spanish Bank
ARTICLE
Rafael Andreu, IESE Business School, Spain ; Kety Jauregui, ESAN, Peru
JITE-Research Volume 4, Number 1, ISSN 1539-3585 Publisher: Informing Science Institute
Abstract
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.
Citation
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. Retrieved March 28, 2024 from https://www.learntechlib.org/p/111560/.
Keywords
References
View References & Citations Map- Ahmad, R. (1999). Effectiveness of Web-based virtual learning environment in business education: Focusing on basic skills training for information technology. Dissertation, Louisiana State University.
- Alavi, M. & Leidner, D. (2001). Research Commentary: Technology-Mediated Learning– A Call for Greater Depth and Breadth of Research. Information Systems Research, 12 (1), 1-10.
- Alavi, M., Wheeler, B.C. & Valacich, J.S. (1995). Using IT to reengineer business education: An exploratory investigation of collaborative telelearning. MIS Quarterly, 293-312.
- Allen, T.J. (1977). Managing the flow of technology: Technology transfer and the dissemination of technological information within the research and development organization. Cambridge, MA: MIT Press.
- Almeda, M. & Rose, K. (2000). Instructor satisfaction in University of California Extension’s on-line writing curriculum. Journal of Asynchronous Learning Networks, 14 (3). Arbaugh, J.B. (2000a). Virtual classroom characteristics and student satisfaction with Internet-based MBA courses. Journal of Management Education, 24 (1), 32-54.
- Bigelow, D.J. (1999). The Web as an organizational behavior learning medium. Journal of Management Education, 23 (6), 635-650.
- Chung, J. & Reigeluth, C.M. (1992). Instructional prescriptions for learner control. Educational Technology, October, 14-20.
- Creswell, J.W. (1998) Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage Publications.
- Culnan, M.J. (1984). The dimensions of accessibility to online information: Implications for implementing office information systems. ACM Transactions on Office Information Systems, 2 (2), 141-150.
- Eisenhardt, K.L. (1989). Building theories from case study research. Academy of Management Review, 14, 532-550
- Ertner, P.A. & Newby, T.J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6 (4), 50-72.
- Gagné, M.R. (1985). The conditions of learning and theory of instruction (4th ed.). Fort Worth: Holt, Rinehart and Winston.
- Geber, B. (1990, January). Goodbye classrooms. Training.
- Gros, B. & Spector, J. (1994). Evaluating automated instructional design systems: A complex problem. Educational Technology, 34 (5), 37-46.
- Hannafin, K.M. & Peck, K.L. (1998). The design, development, and evaluation of instructional software. New York: Macmillan.
- Hannafin, M.J., Hannafin, K.H., Hooper, S.R., Rieber, L.P. & Kini, A.S. (1996). Research on and research with emerging technologies. In D.H. Jonassen (Ed.), Handbook of research for educational communications and technology: A project of the Association for Educational Communications and Technology. London: Macmillan Reference Limited.
- Hiltz, S.R. (1986). The virtual classroom: Using computer-mediated communication for university teaching. Journal of Communication, 36 (2), 95-104.
- Jaffee, D. (1998). Institutionalized resistance to asynchronous learning networks. Journal of Asynchronous Learning Networks (Online) Retrieved from http://www.sloanc.org/publications/jaln/v2n2/v2n2_jaffee.asp
- Jonassen, H.D. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm? Educational Technology Research& Development, 39 (3), 5-14.
- Kennedy, K. (1998). Conflicting purposes of education: Will improving access to higher education undermine quality?” (Online) Retrieved from http://smccd.net/accounts/kennedyc/rsch/paper1.htm
- Kizzier L.D. & Pollar C. (1992). A research agenda for studying technologically mediated instructional strategies in business and education. Proceedings of the 1992 DPE National Research Conference, Los Angeles, CA, pp. 117-125.
- Knowles, M.S. (1975). Self-directed learning. A guide for learners and teachers. New York: Cambridge Books.
- Knowles, M., Holton, E.F., & Swanson, R.A. (1998). The adult learner. The definitive classic in adult education and human resource development. Houston: Gulf Publishing Company.
- Kolb, A.D. (1984). Experimental learning: Experience as the source of learning and development. Englewood Cliffs, New Jersey: Prentice Hall.
- Kommers, P. & Lanzing, J. (1997). Students’ concept mapping for hypermedia design: Navigation through the WWW space and self-assessment. Journal of Interactive Learning Research, 8, 421-455.
- Kozma, R.B. (1991). Learning with media. Review of Educational Research, 61 (2), 179-211.
- Leidner, D. & Jarvenpaa, S. (1993). The information age confronts education: Case studies on electronic classrooms. Information Systems Research, 4 (1), 24-54.
- Leidner, D. & Jarvenpaa, S. (1995). The use of information technology to enhance management school education: A theoretical view. MIS Quarterly, September, 265-290.
- Makkonen, P. (1998). Do WWW-based presentations support better (constructivistic) learning in the basics of informatics?” Proceedings of the 33rd Hawaii International Conference on System Sciences.
- Masie, E (1999, April). TechLearn TRENDS (119). Retrieved from http://www.masie.com
- Massy, W.F. & Zemsky, R. (1995). Using information technology to enhance academic productivity. Interuniversity Communications Council, Inc.
- Mathieu, J.E., Tannenbaum, S.I. & Salas, E. (1992). Influences of individual and situational characteristics on measures of training effectiveness. Academy of Management Journal, 35, 828-847.
- McArthur, D., Lewis, M.W. & Bishay, M. (1993). The roles of artificial intelligence in education: Current progress and future prospects. RAND, Santa Monica, CA, DRU-472-NSF.
- Merrill, M.D. (1994). Instructional design theory. Englewood Cliffs, NJ: Educational Technology Publications.
- Milheim, W.D. & Martin, B.L. (1991). Theoretical bases for the use of learner control: Three different perspectives. Journal of Computer-Based Instruction, 18 (3), 99-105.
- Moore, D.M., Burton, J.K. & Myers, R.J. (1996). Multiple-channel communication: The theoretical and research foundations of multimedia. In D.H. Jonassen (Ed.), Handbook of research for educational communications and technology: A project of the Association for Educational Communications and Technology. London: Macmillan Reference Limited.
- O’Reilly, C.A. (1982). Variations in decision makers’ use of information sources: The impact of quality and accessibility of information. Academy of Management Journal, 25 (4), 756-771.
- Orr, B. (1997). A significant difference. Retrieved from http://teleeducation.nb.ca/anygood/asigdiff.shtml Penland, P. (1979). Self-initiated learning. Adult Education, 29 (3), 170-179.
- Reigeluth, C. (1999). Instructional design theories and models: A new paradigm of instructional theory. Mahwah, New Jersey: Lawrence Erlbaum Associates. Andreu & Jáuregui
- Rouet, J.F. & Jarmo, V (1996). Studying and learning with hypertext: Empirical studies and their implications, In J-F. Rouet, L. Jarmo, J. Levonen, A. Dillon& R.J. Spiro (Eds.), Hypertext and Cognition.
- Russell, S. (1997). No significant difference. Retrieved from http://teleducation.nb.ca/phenom Schneiderman, B. (1992). Designing the user interface: Strategies for Effective Human-Computer Interaction (2nd ed.). Reading: Addison-Wesley.
- Shohreh, K. & Garland, K. (2000). Development of a Web-Based Internet marketing course. Journal of Marketing Education, 22 (2), 84-89.
- Silber, K.H. (1998). The cognitive approach to training development: A practitioner’s assessment. Educational Technology Research& Development, 46 (4), 58-72.
- Trace, J.B., Hinkin, R.J., Tannenbaum, S. & Mathieu, E.J. (2001). The influence of individual characteristics and the work environment on varying levels of training outcomes. Human Resource Development Quarterly, 12 (1), 5-23.
- Ulrich, D. & Greenfield, H. (1995). The transformation of training and development to development and learning. American Journal of Management Development, 1 (2), 11-22.
- Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, Massachusetts: Harvard University Press.
- Webster, J. & Hackley, P. (1997). Teaching effectiveness in technology-mediated distance learning. Academy of Management Journal, 40 (6), 1282-1309.
- Yin, R.K. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks, CA: Sage Publications.
- Zmud, R.W. (1979). Individual differences and MIS success: A review of the empirical literature. Management Science, 25, 10, 966-979.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References