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Abstract

This article sets out the features of companies that use e-learning to train their workers. Moreover, the factors that determine why companies use this education methodology are analysed. The study indicates that the variables that have traditionally explained the existence of training processes within a company, such as larger company size, a bettereducated workforce, or an employment relationship of indefinite duration, are not useful when explaining why a company is more likely to train its workers using e-learning. Instead, intensive use of digital technology (ICT), the capability to innovate with such technologies or a greater adaptability in work processes explains, to a large extent, the probability of e-learning in the organisations. This fact produces a virtuous circle between ICT learning and practice at the “digitised” workplace. This research is based upon data obtained from a survey made with a sample of 2,038 executives representing the Catalan business sector.

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... Using appropriate electronic tools, e-training assist trainees to access the system anywhere and at anytime. Thus, such system encourages trainees to conduct independent study in an interactive, flexible and non-linear manner, authorizing individuals to control the pace of the training (Batalla-Busquets & Martínez-Arguelles, 2014;Hamid, Yusof @ Ijab, Leong & Jean, 2008;Y. Park, Son, & Kim, 2012;Ramayah, Ahmad & Hong, 2012;Wijakkanalan, Wijakkanalan, Suwannoi & Boonrawd, 2013). ...
... As for organizations, productivity and performance increases with shorter learning time, which at the same time reduce the time allocated for training and reduce the costly training. Besides, e-training could be the medium for organizations in recording and identifying employees' training needs and priorities as well as the employees' evaluation (Batalla-Busquets & Martínez-Arguelles, 2014). This may help organizations to outline appropriate and achievable training goals in order to design e-training programs that fulfill employees' need, increase their interest and increase their motivation (Chatzoglou et al., 2009). ...
Article
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The paper introduces Teacher Interactive Electronic Continuous Professional Development (TIE-CPD), an online interactive training system. The framework and methodology of TIE-CPD are designed with functionalities comparable with existing e-training systems. The system design and development literature offers several methodology and framework examples. In the process of designing an e-training system, other system designs may be referenced to provide an overview of the framework and methodology for TIE-CPD. The proposed system are primarily intended to facilitate acceptance and use of electronic training environments for teachers across a broad range of nations. The main function of such a system is to provide a training system for teacher use in enhancing competency, professionalism, skill, and knowledge. A continuing development program based on this system can be interactively conducted online and accessed from anywhere. Thus, online training programs can be improved consistently and the cost in terms of both money and labor for such programs can be reduced.
... This can be achieved through the provision of extensive training that provides employees with updated knowledge of modern changes in technologies and socio-economic set up in the world of competition [2]. Sustaining the traditional method of training is becoming less attractive to organisations due its costly nature [3,4] and the existence of alternative and more sustainable options provided by technology [5,6]. According to Kamal, Aghbari [7], the demand for alternative methods for learning is increasing exponentially, and that the demand for corporate electronic learning is on the increase, as many corporations have adopted e-learning for employee training and learning. ...
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Background: The last few decades saw an intense development in information technology (IT) and it has affected the ways organisations achieve their goals. Training, in every organisation is an ongoing process that aims to update employees' knowledge and skills towards goals attainment. Through adequate deployment of IT, organisations can effectively meet their training needs. However, for successful IT integration in training, the employees who will use the system should be positively disposed towards it. This study predicts employees' intention to use the e-training system by extending the technology acceptance model (TAM) using interactivity and trust. Methods: Two hundred and fourteen employees participated in the study and structural equation modelling was used in the analysis. Results: The findings of the structural equation modelling reveal that interactivity, trust, perceived usefulness and perceived ease of use have direct and positive effects on employees' intention to use e-training. It was also shown that perceived ease of use had no effects on perceived usefulness, while trust has the strongest indirect effects on employees' intention. In addition, the results of Importance-Performance Map Analysis (IPMA), which compares the contributions of each construct to the importance and performance of the model, indicate that to predict intention to use e-training, priorities should be accorded to trust and perceived usefulness.
... Attracting new learners via the internet is an expensive business (Reichheld & Schefter, 2000); furthermore, competitors are " only a click away, " which makes it hard to gain student loyalty. In addition, the fact that these service exchanges happen online and do not involve direct physical interaction makes student retention more complicated, as the personal contact involved in offline transactions offers greater potential in terms of loyalty (Batalla-Busquets & Martínez-Argüelles, 2014; Semeijn et al., 2005). The majority of the studies completed on student continuance intention focus on issues related, strictu sensu, to academic performance as a predictor of dropout rates (Ambroggio, 2000; Pal, 2012). ...
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p class="2">This paper examines the influence that student perceived quality of service (PSQ) has on continuance intention and willingness to recommend a course in a fully online university. A holistic view of the service provided by the university is taken. It is not only the effect of the teaching which is examined, but also that of the administrative services, the additional services, and the virtual learning environment (user interface). Through a survey completed by 1,870 students and the subsequent analysis using structural equations, we found that each of these services has a significant impact on the students' PSQ, their level of satisfaction, and, as a result, their loyalty and willingness to recommend the university. The study found that the perceived quality of the administrative services can have a comparatively higher impact on student satisfaction than the other services. PSQ is shown to have also a direct impact on student loyalty and recommendations. Moreover, as a whole, non-teaching services have a greater impact on loyalty and willingness to recommend than teaching service. The peculiarities of the process of providing educational services in a virtual environment (such as the absence of face-to-face interaction between student and teacher and the lack of conventional tangible elements which act as benchmarks for quality of service) are well-known. The relationship established in the literature between the constructs of service quality, satisfaction, loyalty, and willingness to recommend the service in an offline environment can also be seen in this context. The interconnection of factors proves to be more complex and interrelated than has been accounted for as yet in the scholarly literature. The findings of the survey are relevant to system concerns related to quality management and sustainability, both of which are increasingly important in today’s competitive educational postsecondary environment.</p
... Consequently, increasingly companies and entrepreneurs are adopting online training, using learning platforms [7]. Traditional determinants that justified the corporate training (e.g., a better-skilled workforce or a larger organization size) are unhelpful when explaining why a corporate used eLearning for employee training purposes [8]. If an employee believes that he or she is competent in managing his or her work responsibilities and completing important tasks, business outcomes will be improved. ...
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This exploratory study contributes to the understanding of self-confidence as a predictor of self-efficacy, ease of use, and usefulness of eLearning platforms in corporate training. The present research explored the relationship among the employees’ beliefs regarding self-confidence, grit, ease of use, self-efficacy, and usefulness of eLearning platforms in their workplace during the COVID-19 pandemic. In total, 307 responses from Romanian employees who used eLearning platforms in corporate training (females = 60.3%, males = 39.7%, age range of less than 24 years (12.1%) to over 55 years (6.2%)) were exploited for research. Data were analyzed through a path analysis model. Results indicate that grit (i.e., consistency of interest), self-efficacy, and perceived ease of use of eLearning platforms were considerably directly influenced by the self-confidence variable. Usefulness was directly influenced by the ease of use and was indirectly influenced by self-confidence. Mediation analysis indicated that full mediation occurs only through the ease of use of eLearning platforms variable in the relationship between self-confidence and usefulness. A unit increase in self-confidence will increase the expected value of grit by 0.54 units (t = 8.39, p < 0.001), will indirectly increase the expected value of usefulness through ease of use by 0.15 units (t = 2.39, p = 0.017), and will increase the expected value of self-efficacy by 0.53 units (t = 6.26, p < 0.001). In addition, perceived ease of use of eLearning platforms in corporate training fully mediated the relationship of usefulness regressed on self-confidence (β = 0.20, t = 2.51, p = 0.012). These novel results reveal the contributions of self-confidence, consistency of interest as a grit dimension, and ease of use of eLearning platforms in predicting lifelong learning solutions, which improve business outcomes. The related investigation and consequences were further considered.
... This is termed collective intelligence. E-learning will cause such revolutionary reforms of education which point much further than mere technicalities and will become a fundamental strategic issue for organisations, (Batalla-Busquets, & Martínez-Argüelles, 2014;Emilova, 2016). Yengin et al. (2011) presents us with a pragmatic approach to the implementation of e-learning systems. ...
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In this article we attempt to review the basic theoretical concepts of e-learning as acknowledged in the relevant literature. We highlight the features of those improvements clearly visible in the field of e-learning, and we also deal with the accepted fact that modern e-learning systems offer much wider functionality than those of previous years. We have examined the status of e-learning in Hungary on a number of occasions, and, on the basis of those projects, we conducted our most recent empirical research in 2017. Our experiences show that e-learning has still neither managed to spread widely nor become a frequently used tool in the country. One of the root causes might be the lack of motivation. Although, we did observe some progress, in comparison with our earlier studies, this was modest. At the same point the results of our research show there is a correlation between company size (headcount and annual sales) and the use of e-learning
... Due to this educational cleavage, the notion of " distance learning " has occurred as a substitute to traditional education (Erginöz, 2013, p. 18). Digital technologies entering the economic field in recent decades have accelerated the process of economic globalization and the relaxation of laws relating to terms of employment in such a way that companies have found themselves compelled to transform their productive and organizational processes (Busquets and Argüelles, 2014, p. 68). According to Cannings & Talley (2002), the Internet and multimedia, including the non-linear integration of video, audio, text, and graphics can provide a rich environment for case studies which promote the mental construction of knowledge about integrating technology into the curriculum. ...
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Recently there has been an explosive growth in online distance learning which is rapidly transforming traditional learning habits with the more recent ones that uses the latest technology. As establishments nowadays are conscious of the necessity for being more integrative and innovative compared to the past, they question about the need to change management mentality in order to survive in a competitive market. Perceiving human as a value and an important valuable asset, directors of organizations look for the ways of changing of qualifications in workforce. To be able to accomplish this change, they need to alter the organization's training applications to ensure their own survival. Today, organizations tend to improve and gain from the managers out of their own resources by different approaches. As time and financial resources are restricted the newest technologies help them in succeeding this aim. Global distance education is one of the easiest supporters in this regard. In this study the historical developments of Turkish airlines (THY) are succinctly reviewed. Followed by the current position of global distance education in THY is to be highlighted. In this context, Turkish Airlines (THY) and Management Trainee Program of THY are taken as sample. “Harvard ManageMentor” (HMM) is being used for training purposes in Turkish Airlines and the researcher has aimed to explain how this program is being implemented in Turkish Airlines in detail and how the Harvard ManageMentor program corresponds to the needs of THY educational goals. It was concluded that HarvardManage Mentor supported the educational priorities of THY and e-learning programs by time saving and efficiency. Additionally THY educational goals were found to be in harmony with HMM. For further research, the staff of THY whom has been trained under HarvardManage Mentor, could be polled by online surveys. Based on surveys filled out, the results can be used for further discussions and probings.
... O'Connell and Byrne (2012)found that the larger the organisation, the greater the likelihood that an employee has participated in training. Other investigations found that the size variable was not useful in explaining why a company is more likely to train their workers (Batalla-Busquets & Martínez-Argüelles, 2014). Also, there are many studies examining the relationship between size and aspects linked to training and learning on, for example, performance (Campos-Climent & Sanchis-Palacio, 2015) and innovation (Revilla & Fernández, 2012). ...
Article
Training has been identified as an effective tool in the development of human resources, especially in the current context of change. This work aims to analyse the realisation and demand on training courses in the Rioja wine sector in Spain. A representative sample of companies in the sector was interviewed using a questionnaire. Two types of analysis were conducted: univariate and a factorial analysis of variance. These analyses allow using a hypothesis test in which three independent variables are controlled – zone, ownership, and winery size. The results show that the realisation and demand for training are focused on topics related to wine production, and not on marketing. No significant differences were found regarding the realisation and demand for training and the independent variables.
... U-learning technology has advantages in a ubiquitous computing network, which are absent in traditional face-to-face learning formats or conventional e-learning (Hamidi and Chavoshi, 2018;Moreira et al., 2017). Past studies on u-learning has two primary perspectives: 1) from the perspective of the users' perception (e.g., perceived advantages and disadvantages) and the motivation to use learning and training IS (Zhai et al., 2018;Kimiloglu et al., 2017;Mayer, 2013;Yoo, et al., 2012) and 2) from the perspective of computers and other digital technology devices' settings and interaction features (Batalla-Busquets and Martínez-Argüelles, 2014;Hong et al., 2017;Rodriguez-Ardura and Meseguer-Artola, 2016;Zhang et al., 2016). ...
Article
This study investigates the essential factors involved in employees’ ubiquitous-learning engagement (U-LE). In this study, a research model was proposed based on learning engagement (LE) and narrative transportation theory, focusing on the impact of domain-specific innovativeness (DSI) and interface design (ID) factors on employee U-LE from a learning system design perspective. A questionnaire-type survey was conducted and the responses of 385 employees were analyzed using structural equation modeling with a partial least squares approach. The results imply the following: 1) information-possessing innovativeness (IPI) as the DSI factor influences employees’ U-LE; 2) interface convenience (IC) and interface design aesthetics (IDA), as system implementation factors, significantly affect U-LE; 3) imagery significantly influences U-LE; and 4) imagery is also proven to exert mediating effects on the relationships between U-LE and its antecedents by the bootstrapping method. Finally, both research and practice implications are discussed.
... E-training will facilitate trainees to access the system anywhere and at any time, using appropriate electronic tools. Thus, supported and stimulated trainees to execute independent study in an interactive, flexible and non-linear manner, authorizing each trainee to be in control and be in charge of their own pace of the training, as discussed by many researchers all over the globe for years (Arsovski, Stefanovic, & Arsovski, 2007;Batalla-Busquets & Maria-Jesus Martinez-Arguelles, 2014;Ismail, Zaharudin, Hashim, & Ariffin, 2020;Park, Son, & Kim, 2012;Wijakkanalan, Wijakkanalan, Suwannoi, & Boonrawd, 2013). ...
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E-training system has been a practical method in higher learning institutions to enable a virtual training environment. It is a vigorous effort to corroborate educators to prepare and facilitate themselves with professional knowledge, skill, values, and practices through training programs. These training programs are structured with an essence of competency development, lifelong learning, and career path. The effect of e-training design and process difficulties faced by end-Docens Series in Education ISSN 2583-1054 52 users were less prominent. Therefore, this research's objective is to validate the design of the E-Training System for Professional Development (TaSPoD), using an Applied Cognitive Task Analysis (ACTA) that was performed by a group of experts, to elicit the most difficult cognitive elements. Interview sessions were conducted to answer the research question of the electronic training design recommendation implemented in TaSPoD. The result shows that the experts faced difficulties in two system design elements which are system design and functionality and course content design. Thus, to increase user engagement in the e-training system, experts proposed three recommendations: (i) graphical user interface with simple and appropriate objects, tabs and icons, and video upload tools, (ii) communication tools such as chat programs and video conferencing, (iii) customized application for external documents.
... E-learning has emerged as a new training alternative that enables workers' ongoing training and qualification needs to be met properly. E-learning constitutes a flexible methodology that makes it easier to combine work and training (Batalla-Busquets and Martínez-Argüelles 2014). Companies could use e-learning methods (i.e.,) to obtain useful experiences, knowledge, and expertise to help sustainable development and to increase productive efficiency, customer value and satisfaction. ...
Conference Paper
The increase in environmental and social awareness has triggered numerous green initiatives at companies. Traditionally, companies’ training related to environmental management focuses on technical aspects and theoretical concepts. In addition to these theoretical contents, it is necessary to carry out practical activities to impart the desired behaviors and skills. Serious games have been found to improve employees understanding of practical environmental sustainability challenges, by offering opportunities to obtain first-hand experiences that may otherwise be too costly and difficult to reproduce in reality. This work presents Pizz@green, a serious game which simulates the productive and environmental efficiencies generated by the improvements of processes in a pizza shop. The purpose of the game is the practical learning of the environmental impact caused by the production processes of a company.
... Tal como se ha mencionado anteriormente, los procesos de incorporación de TIC en educación no se dan de una única manera. De hecho, existe una gran diversidad de formas de hacerlo que difieren en intensidad, propósito, alcance y tipo de tecnología empleada en dichos procesos (Goeman et al., 2015;Salehi, Shojaee y Sattar, 2015; Batalla-Busquets y Martínez-Argüelles, 2014;De Witte y Rogge, 2014). Recordemos entonces que para efectos de este estudio, se han seleccionado 5 escenarios distintos de incorporación educativa de las TIC como marco de reflexión y práctica para analizarlos desde el punto de vista educomunicativo. ...
Article
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Este artículo describe los resultados de un estudio de corte cualitativo apoyado en procesos de meta-síntesis de literatura, el cual permitió identificar una variedad de factores educomunicativos clave en diversos entornos digitales, desde la perspectiva de los intercambios de información como categoría de análisis. Los resultados del estudio mostraron que dichos entornos, expresados como escenarios de incorporación educativa de las Tecnologías de la Información y la Comunicación (TIC) representan múltiples retos para el diseño y ejecución de los procesos educomunicativos que subyacen y caracterizan tanto la enseñanza como el aprendizaje en entornos digitales.
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یادگیری سازمانی و بهبود عملکرد کارکنان از مسیرهای متعددی قابل دستیابی است. آموزش ضمن خدمت، با ایجاد مهارت لازم در کارکنان منجر به تحقق این مهم در سطح فردی و گروهی خواهد شد. این مقاله بر نقش آموزش ضمن خدمت بر یادگیری و بهبود عملکرد کارکنان در شرکت فرودگاه های کشور تمرکز دارد. نتایج این تحقیق نشان می دهد که این آموزش ها تاثیر بسزایی در كاهش هزینه های عملیاتی شرکت داشته است. در این راستا این آموزش ها بر اساس دو عامل داخلی و خارجی که بر عملکرد افراد تاثیر داشتند بررسی شد. داده ها از طریق مصاحبه، توزیع پرسشنامه و بررسی اسناد سازمانی جمع آوری و عوامل از دیدگاه تجربی مورد تجزیه و تحلیل قرار گرفت. یافته های این مطالعه تایید می نماید که آموزش و مهارت های مرتبط، بصورت مستقیم و غیرمستقیم بر یادگیری سازمانی و بهبود عملکرد تاثیر دارند. در نهایت مدلی به منظور تشریح عوامل موثر بر یادگیری سازمانی و بهبود عملکرد کارکنان ارائه شده است.
Purpose Online education can facilitate inclusive societal development. In emerging countries with low investment per capita in school and universities, it helps students overcome infrastructure constraints to continue their learning and reach their full potential, and it helps educational institutes to save costs and improve quality of learning. This study aims to develop and empirically evaluate a conceptual model for predicting digital loyalty (DL) among participants in online accounting courses, as a key lever to execute an inclusive societal development agenda and ensure sustainability of education in an emerging country. Design/methodology/approach The study used quantitative primary data collected from survey questionnaires administered to 167 respondents in India and employed partial least squares structural equation modelling (PLS SEM) to analyse the data. Findings We observed that perceived learning (PL) significantly mediated the relationship between learning performance (LP) and digital loyalty to an online accounting programme. Research limitations/implications Students’ attitudes and preferences have changed remarkably in recent years. Online education encourages participants to complete their courses, learn new and relevant skills, improve their quality of life and recommend online education to others. This facilitates an inclusive, open society with opportunities for all. The results of this study have certain implications. First, as a novel extension of Abrantes et al. ’s (2007) work, the DL construct added a new key dimension to the model. Second, the use of PLS Predict introduced methodological rigour to measures such as R ² and blindfolding processes, improving the understanding of the PLS Predict algorithm’s application to prediction studies. Practical implications The study established PL as a mediating variable in the associations between LP and DL and between pedagogical affect (PA) and DL. These findings have practical implications for course design and execution programmes in educational institutes, especially those aiming to democratise education and ensure inclusivity. Online education service providers should focus on equipping students with updated, cross-functional and integrated skills. Originality/value Online education can foster an inclusive and open society by overcoming the twin limitations of geographical distance and infrastructure constraints resulting from scarce learning resources, especially in emerging markets, such as India. The study makes an original contribution by collecting participant data for online accounting courses in India to establish clearly the antecedents of DL. This study empirically demonstrates the role of LP as the most significant antecedent of PL and DL.
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The purpose of this study is to propose a methodology for establishing an augmented reality (AR)-based model for efficient OJT through object detection and causality mining, a novel text analysis method. Articles on hotel management published in the last decade and useful for OJT were collected, information on the causal relationships between them extracted, and related rules saved to a rule base. Using the same data, we detected various objects through SSD (Single Shot Multibox Detector), a real-time object detection system. Then we matched sets of causalities and displayed them to trainees wearing AR devices. This methodology reduces development and maintenance costs required to operate OJT programmes. Trainees are immersed in the training environment, which improves the effectiveness of the training. To show the feasibility of the proposed method, we developed a prototype AR-OJT system for hotel management training, automatically extracting knowledge on hotel management from articles according to the proposed method. The results demonstrate that the AR-OJT group shows better performance in terms of learning motivation and self-regulated learning than the control OJT group. No significant difference in learning performance was found between the two groups, which implies that traditional OJT can be substituted with AR-OJT.
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Pandemics have historically shaped the world of work in various ways. With COVID-19 presenting as a global pandemic, there is much speculation about the impact that this crisis will have for the future of work and for people working in organizations. In this article, we discuss 10 of the most relevant research and practice topics in the field of industrial and organizational (IO) psychology that will likely be impacted by COVID-19. For each of these topics, the pandemic crisis is creating new work-related challenges, but also presenting various opportunities. The topics discussed herein include occupational health and safety, work-family issues, telecommuting, virtual teamwork, job insecurity, precarious work, leadership, human resources policy, the aging workforce, and careers. This article sets the stage for further discussion of various ways in which IO psychology research and practice can address the impacts of COVID- 19 for work and organizational processes that are affecting workers now and will shape the future of work and organizations in both the short and long term. This article concludes by inviting IO psychology researchers and practitioners to address the challenges and opportunities of COVID-19 head-on by proactively innovating the work that we do in support of workers, organizations, and society as a whole.
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