You are here:

The relationship of course relevance, online features, and perceived learner readiness with corporate employee satisfaction with eLearning
DISSERTATION

, University of Minnesota, United States

University of Minnesota . Awarded

Abstract

This study used a correlational design to test corporate employees' satisfaction with eLearning related to course relevance, online features, and perceived learner readiness. Employees from a large, Midwest-based publishing sector company delivering NETg Computer-Based Training (CBT) eLearning courses via the Internet were surveyed. Changes in technology, globalization, and financial incentives are challenging organizations to discover new virtual training solutions such as those provided by NETg.

Since no appropriate survey instrument existed to provide data for testing the research questions, the researcher adapted existing instruments that have been used in higher education distance education settings.

The survey instrument was sent via e-mail to 275 employees at the company being studied. These employees completed a NETg online training course during 2004. There was a 62% response rate. In total, 170 employees completed the survey which was higher than the 59% response rate (162 surveys) required, assuming a desired margin of error of .05%.

Bivariate analysis of the variables using the Pearson product-moment correlation technique was used to test the three research questions. The data analysis outcomes suggest that there is a statistically significant relationship between course relevance and learner satisfaction in eLearning (r = .75); a statistically significant relationship between online features and learner satisfaction (r = .63); and a statistically significant relationship between perceived learner readiness and learner satisfaction (r = .57).

The study includes recommendations to assist the company and the employees in leveraging their eLearning program. The results of this study indicate the company being studied will benefit from identifying which training courses should be offered via eLearning, targeting these courses to the appropriate types of learners, and preparing learners for their online experience. The results also indicate that learner awareness of issues around course relevance, online features, and perceived learner readiness can assist learners in self-selecting eLearning courses which will result in higher learner satisfaction.

While the findings are specific to the company, other organizations may benefit from efforts to determine if the findings are also relevant in their settings. In addition, the study produced an eLearning survey instrument which other researchers can draw upon as they carry out additional research on the growing and increasingly significant area of eLearning.

Citation

Anderson, K.C. The relationship of course relevance, online features, and perceived learner readiness with corporate employee satisfaction with eLearning. Ph.D. thesis, University of Minnesota. Retrieved March 23, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com

Keywords

View References & Citations Map

Cited By

  1. Development of a Measuring Tool for e-Learning readiness of Adult Learners

    Jungwon Kim, Kyung Hee Cybver University, Korea (South); Minseok Kang, Kyung Hee Cyber University, Korea (South); Sung-Wook Shin, Korea University, Korea (South)

    EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 193–201

  2. The Relationship of E-Learner Satisfaction, E-Learning Self-Efficacy and Perceived Usefulness

    Joy Womble, Alliant International University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 2494–2498

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.