What predicts workplace self-paced e-learning outcomes?: an exploratory study of motivation, self-regulated learning characteristics, and organisational contextual factors
Organisations today are investing significant amounts of time, money, and resources on workplace self-paced e-learning, yet employees seem to be having problems even getting these e-learning courses completed, bringing into question the true value of workplace self-paced e-learning. In an attempt to...
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| Format: | Thesis (University of Nottingham only) |
| Language: | English |
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2018
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| Online Access: | https://eprints.nottingham.ac.uk/51641/ |
| _version_ | 1848798539377803264 |
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| author | Chau, Yat Kwong |
| author_facet | Chau, Yat Kwong |
| author_sort | Chau, Yat Kwong |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | Organisations today are investing significant amounts of time, money, and resources on workplace self-paced e-learning, yet employees seem to be having problems even getting these e-learning courses completed, bringing into question the true value of workplace self-paced e-learning. In an attempt to improve understanding of factors contributing to success in workplace self-paced e-learning, this study investigated how employee learners’ motivation, self-regulated learning, and organisational contextual factors affected outcomes in workplace self-paced e-learning. A quantitative study was conducted to investigate the research questions. Participants of the study were 119 employees enrolled in workplace self-paced e-learning courses provided by Hong Kong organisations. Data were collected using online questionnaires and analysed using the partial least squares structural equation modelling technique.
Findings revealed significant relationships between learners’ motivation, self-regulated learning, organisational contextual factors, and training outcomes in workplace self-paced e-learning. Motivation to learn, time management, metacognitive self-regulation, perceived choice, workload, and organisational support were found to positively correlate with training outcomes as expressed in terms of course completion rate, learner satisfaction, and perceived learning performance in workplace self-paced e-learning. Findings also revealed learners’ autonomy in learning participation, level of workload (negative), and supervisor support (negative) moderate the relationship between learners’ time management strategy use and completion rate of workplace self-paced e-learning courses. Unfortunately, the results failed to support the expected relationship between supervisor support and training outcomes. The significance of the findings is discussed, along with implications for researchers and practitioners, limitations of the current study, and opportunities for future research. |
| first_indexed | 2025-11-14T20:21:23Z |
| format | Thesis (University of Nottingham only) |
| id | nottingham-51641 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T20:21:23Z |
| publishDate | 2018 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-516412020-05-08T08:03:21Z https://eprints.nottingham.ac.uk/51641/ What predicts workplace self-paced e-learning outcomes?: an exploratory study of motivation, self-regulated learning characteristics, and organisational contextual factors Chau, Yat Kwong Organisations today are investing significant amounts of time, money, and resources on workplace self-paced e-learning, yet employees seem to be having problems even getting these e-learning courses completed, bringing into question the true value of workplace self-paced e-learning. In an attempt to improve understanding of factors contributing to success in workplace self-paced e-learning, this study investigated how employee learners’ motivation, self-regulated learning, and organisational contextual factors affected outcomes in workplace self-paced e-learning. A quantitative study was conducted to investigate the research questions. Participants of the study were 119 employees enrolled in workplace self-paced e-learning courses provided by Hong Kong organisations. Data were collected using online questionnaires and analysed using the partial least squares structural equation modelling technique. Findings revealed significant relationships between learners’ motivation, self-regulated learning, organisational contextual factors, and training outcomes in workplace self-paced e-learning. Motivation to learn, time management, metacognitive self-regulation, perceived choice, workload, and organisational support were found to positively correlate with training outcomes as expressed in terms of course completion rate, learner satisfaction, and perceived learning performance in workplace self-paced e-learning. Findings also revealed learners’ autonomy in learning participation, level of workload (negative), and supervisor support (negative) moderate the relationship between learners’ time management strategy use and completion rate of workplace self-paced e-learning courses. Unfortunately, the results failed to support the expected relationship between supervisor support and training outcomes. The significance of the findings is discussed, along with implications for researchers and practitioners, limitations of the current study, and opportunities for future research. 2018-07-16 Thesis (University of Nottingham only) NonPeerReviewed application/pdf en cc_by_nc https://eprints.nottingham.ac.uk/51641/1/Thesis%2020180509-%20%20-%20Yat%20Kwong%20CHAU%20-%204090999.pdf Chau, Yat Kwong (2018) What predicts workplace self-paced e-learning outcomes?: an exploratory study of motivation, self-regulated learning characteristics, and organisational contextual factors. EdD thesis, University of Nottingham. e-learning; self-regulated learning; Corporate e-learning; Self-paced e-learning |
| spellingShingle | e-learning; self-regulated learning; Corporate e-learning; Self-paced e-learning Chau, Yat Kwong What predicts workplace self-paced e-learning outcomes?: an exploratory study of motivation, self-regulated learning characteristics, and organisational contextual factors |
| title | What predicts workplace self-paced e-learning outcomes?: an exploratory study of motivation, self-regulated learning characteristics, and organisational contextual factors |
| title_full | What predicts workplace self-paced e-learning outcomes?: an exploratory study of motivation, self-regulated learning characteristics, and organisational contextual factors |
| title_fullStr | What predicts workplace self-paced e-learning outcomes?: an exploratory study of motivation, self-regulated learning characteristics, and organisational contextual factors |
| title_full_unstemmed | What predicts workplace self-paced e-learning outcomes?: an exploratory study of motivation, self-regulated learning characteristics, and organisational contextual factors |
| title_short | What predicts workplace self-paced e-learning outcomes?: an exploratory study of motivation, self-regulated learning characteristics, and organisational contextual factors |
| title_sort | what predicts workplace self-paced e-learning outcomes?: an exploratory study of motivation, self-regulated learning characteristics, and organisational contextual factors |
| topic | e-learning; self-regulated learning; Corporate e-learning; Self-paced e-learning |
| url | https://eprints.nottingham.ac.uk/51641/ |