Exploring e-Learning Effectiveness Perceptions of Local Government Staff Based on the Diffusion of Innovations Model

Abstract

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.

A Barrier Framework for open E-Learning in public administrations

“…In this vein, the cBF can stand the critique that previous studies have been focused on particular aspects (Chen, 2014;Eidson, 2009). The (2005) Lack of interoperable applications (incl.…”

“…Bere et al, 2014) as well as learning scenarios (cf. Chen, 2014;Conci & Bramati, 2007). Secondly, the cBF allows comparing barriers to those which are known in the private and educational context.…”

“…Exceptions are Chen (2014) and Eidson (2009); or some studies on pedagogical design of E-Learning platforms (e.g. Sannia et al, 2009).…”

“…One extensive study which provides a descriptive and statistical analysis of E-Learning challenges in public administrations is made by Chen (2014). The analysis orients on the diffusion of innovation model (Chen (2014) referring to Rogers (1995)) which measures the influence of perceived effectiveness, prior conditions, attitudes and perceived characteristics of E-Learning on (E-Learning) practices (Chen, 2014, pp. 454-456).…”

“…Associated to e-Government or knowledge management reforms, E-Learning has already been introduced in few administrations (Yunus & Salim, 2008;e.g. Bere, Silvestri, & Nemes ß, 2014;Chen, 2014). Only few cases indicate, however, that learning and knowledge resources have become 'open', meaning that they are collaboratively developed, re-used or shared (cf.…”