This study adopts the diffusion of innovations model as a research framework to examine adult learner perceptions related to workplace e-learning effectiveness. Recent training reform efforts focusing on e-learning in Taiwan provide an opportunity to explore e-learning effectiveness using questionnaires. The results show that the perceptions and attitudes of adult learners toward workplace e-learning are positive, and relevant factors that affect learner-perceived effectiveness and e-learning expected values are identified. The implications of analyzing e-learning innovation in public sector training and the recommendations for future e-learning research for staff development initiatives are addressed.

No abstract

The impact of employee performance on customer behavioural intentions and consumption behaviour is important to service marketers. In many service settings, service organizations require emotional display and personal selling to stay competitive in todays market. Based on a review of service literature, this study investigates the effect of emotions displayed and personal selling on customer purchase amount and re-patronage intention in convenience-goods retail service settings. This work applies mystery shopper methods to data collected from a Taiwan bakery chain. Analysis of the results from 519 responded questionnaires in this study reveal that positive emotions displayed by contact personnel are unrelated to consumption expenditure, but do affect re-patronage intention. Further, the results show that personal selling negatively influences consumption amount. This study suggests that service managers consider enhancing their emotional display perspective in human resource practices, and focus on performing personal selling as a consumer need, in different service industries

<p>Since the introduction of personal response systems (PRS) (also referred to as "clickers") nearly a decade ago, their use has been extensively adopted on college campuses, and they are particularly popular with lecturers of large classes. Available evidence supports that PRS offers a promising avenue for future developments in pedagogy, although findings on the advantages of its effective use related to improving or enhancing student learning remain inconclusive. This study examines the degree to which students perceive that using PRS in class as an assessment tool effects their understanding of course content, engagement in classroom learning, and test preparation. Multiple, student-performance evaluation data was used to explore correlations between student perceptions of PRS and their actual learning outcomes. This paper presents the learning experiences of 151 undergraduate students taking basic chemistry classes and incorporating PRS as an in-class assessment tool at the National Chung Hsing University in Taiwan. While the research revealed positive student perceived benefits and effectiveness of PRS use, it also indicated the need for further studies to discover what specific contribution PRS can make to certain learning outcomes of a large chemistry class in higher education.</p><br />