The Influence of Planning and Volition on E‐Learning Utilization During Technology Transitions.
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| Title: | The Influence of Planning and Volition on E‐Learning Utilization During Technology Transitions. |
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| Authors: | Seiberling, Christian1 (AUTHOR), Kauffeld, Simone1 (AUTHOR) s.kauffeld@tu-braunschweig.de |
| Source: | International Journal of Training & Development. Sep2025, Vol. 29 Issue 3, p373-387. 15p. |
| Subject Terms: | *Motivation (Psychology), *Institutional environment, *Digital transformation, *Digital learning, *Learning, *Attitude (Psychology), Planning techniques |
| Abstract: | The purpose of this study was to identify factors linked with e‐learning utilization. This empirical study (N = 381) was conducted in partnership with a German bank and measured e‐learning utilization as the degree to which participants thoroughly completed an extensive number of automatically provided e‐learning courses on new banking software. The results suggest that e‐learning utilization is influenced by the workplace context in which e‐learning takes place (supervisor support, personal capacity for learning), the planning of the learning process, and a learner's volition to learn. Planning the e‐learning process mitigated an unfavourable learning environment in terms of limited time resources for learning to some extent. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Training & Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | The purpose of this study was to identify factors linked with e‐learning utilization. This empirical study (N = 381) was conducted in partnership with a German bank and measured e‐learning utilization as the degree to which participants thoroughly completed an extensive number of automatically provided e‐learning courses on new banking software. The results suggest that e‐learning utilization is influenced by the workplace context in which e‐learning takes place (supervisor support, personal capacity for learning), the planning of the learning process, and a learner's volition to learn. Planning the e‐learning process mitigated an unfavourable learning environment in terms of limited time resources for learning to some extent. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13603736 |
| DOI: | 10.1111/ijtd.12367 |
