Reasons for Participation in Adult Education Courses: a Multivariate Analysis of Group Differences

Morstain, Barry R.; Smart, John C.

doi:10.1177/074171367402400201

Cited by 137 publications

(97 citation statements)

References 4 publications

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“…Therefore, in exploring the impact of learning motivation in employees' use of e-learning systems, this study adopted the three constructs: professional advancement, learning achievement and influence of others, based on definitions from the literature. The measurements adopted in this study were mainly based on studies by Boshier (1978), Morstain and Smart (1974), and Cross (1982).…”

Section: Learning Motivationmentioning

confidence: 99%

Empirical validation of the importance of employees' learning motivation for workplace e-learning in Taiwanese organisations

Chen

Kao

2012

AJET

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E-learning systems, adopted by organisations for employee training to enhance employees' performance, are characterised by self-directed, autonomous learning. Learning motivation is then of importance in the design of e-learning practices in workplace. However, empirical study of the alignment of e-learning with individual learning needs and organisational goals is an area with limited research. This study intends to clarify the importance of learning motivation in employees' e-learning systems use behaviour, based on the information systems success model. Data from one hundred and eighty-five employees who used e-learning systems in their work environment were gathered in Taiwan and analysed with PLS. Results showed that employees' learning motivation, reflecting their learning needs and strengths, influenced perceived usefulness and satisfaction with e-learning, and their use of the systems, which enhanced their task performance. The results validated the importance of employees' learning motivation and the need for alignment of employees' learning needs and organisational goals in e-learning training. The clarification can help facilitate an organisation's human capital management, and contributes to further advancement of the information systems success model. IntroductionIn a competitive environment, finding ways to use employee training and learning to help enterprises to adapt to changes the external environment is an important issue. With the prospect of cost-effective investment in e-learning training, many enterprises have adopted e-learning systems for employee training to assist in their human capital management in recent decades (e.g. Wang, Wang & Shee, 2007). Through use of elearning systems, employees can transfer what they have acquired from the training to their jobs and thereby increase their productivity (e.g. Chen, 2010). This helps employees' renewals of knowledge and skills while also reducing knowledge gaps between what the organisations have and what they need in keeping competitiveness.However, e-learning in workplaces still remains a fragmented, complex, and challenging area (Wang, 2011). The impact of organisational training contexts on new entrants' e-learning training has been verified, but e-learning in workplaces is still confronted with a highly complex set of factors, such as learners, activities, outcomes, etc. (Chen, 2012;Collin, 2006;Wang, Ran, Liao & Yang, 2010). The alignment of the learning with employees' individual learning needs and organisational goals in a systemic way also lacks clarification in existing studies (Collin, 2006;Wang et al., 2010). E-learning provides learning more learner-centred than instructor-oriented, and workplace learning involves adult learning that emphasises employees' rational Chen and Kao 581 motivation in learning to meet their needs. Learning motivation which indicates human stimulated needs driving individuals to act to meet those needs, is then of importance in the design of e-learning practices for employees' self-directed learning in wo...

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Section: Learning Motivationmentioning

confidence: 99%

Empirical validation of the importance of employees' learning motivation for workplace e-learning in Taiwanese organisations

Chen

Kao

2012

AJET

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“…Il est reconnu (Burgess, 1971, p. 17) qu'un groupe de motifs (ou un facteur) constitue un indice plus valide des intérêts et besoins des adultes dans leur recherche d'activités éducatives qu'un seul motif isolé, sans lien évident avec l'ensemble. Les variables auxquelles on a relié ces motifs sont demeurées de nature plutôt démographique, socio-économique et socioculturelle, donc extérieures à la personne elle-même: par exemple, les frais de scolarité (Boshier et Baker, 1979), le décrochage scolaire (Sainty, 1971;Garrison, 1987Garrison, , 1988, le niveau de scolarisation (Douglah et Moss, 1968;Utendorf, 1984), la classe sociale (London, 1970), le sexe, l'âge et le type de programme (Morstain et Smart, 1974;Robineault, 1981), la pratique religieuse (McKenzie, 1978;Scanlin, 1981), la profession (Sovie, 1972;O'Connor, 1979), l'aliénation et la marginalité (McKenzie, 1978) et les modes de participation antérieure (Scanlin, 1981). Pour obtenir une description des adultes qui désirent parfaire leur formation, on a procédé plutôt par le biais des conditions extérieures et des circonstances de leur vie.…”

Section: Deux Techniques De Cueillette Des Données: L'entrevue Et Le unclassified

“…Un grand nombre de recherches ont été effectuées sur la participation des adultes à des activités d'apprentissage et de formation (Houle, 1961;Litchfield, 1965;Douglah et Moss, 1968;Tough, 1968;London, 1970;Douglah, 1970;Berry, 1971;Burgess, 1971;Morstain et Smart, 1974;Dickinson et Clark, 1975;Grotelueschen et Caulley, 1977;Boshier, 1971ft, 1973Boshier, 1971ft, , 1976Boshier, 1971ft, , 1978Boshier, 1971ft, , 1983Scanlan et Darkenwald, 1984;Boshier et Collins, 1985;Garrison, 1987Garrison, , 1988. On a réussi à découvrir des liens entre les motifs de participation et diverses caractéristiques démographiques et socio-économiques des adultes (Boshier, 1978;Dickinson et Clark, 1975).…”

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Fondements psychosociaux des motifs de participation académique des adultes : regard sur la recherche

Gosselin

2009

rse

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La recherche sur les motifs de participation des adultes à leur propre éducation a d’abord étudié les motifs en rapport à un ensemble de variables plutôt extérieures à la personne pour ensuite s’intéresser à leurs fondements psychosociaux. On présente les étapes de ce courant de recherche, quelques instruments dont il s’est servi, et ses représentants les plus impliqués, tout en faisant ressortir l’intérêt grandissant pour les réalités psychosociales comme fondements des motifs.This article presents a review of research on adults' motives for participating in continuing education. Following a description of variables related to exterior motives, the author examines motives based on psychosocial development. The author presents a description of the various stages related to this area of research, the instruments used, and some representative studies. He concludes by stressing the increasing interest in examining psychosocial development as a way of examining adults' motives.Los estudios sobre los motivos de participación de los adultos a su propia educación presentan, primeramente los motivos relacionados con un conjunto de variables más bien exteriores a la persona, para luego interesarse a los fundamentos sicosociales de los motivos. Se presentan las etapas de esta tendencia en investigación, algunos instrumentos utilizados, los principales représentantes de esta tendencia, realzando el interés creciente por la realidades sicosociales como fundamentos de los motivos.Die Forschung über die Beweggründe für die Teilnahme Erwachsener an ihrer eigenen Weiterbildung hat diese Motive zunächst global nach eher extrinsischen Variablen studiert, um sich erst danach für die psychosozialen Grundlagen der Motivierung zu interessieren. Es werden die Etappen dieser Forschungstendenz dargestellt, sowie einige dabei verwendete Instrumente, und ihre bedeutendsten Vertreter, wobei man das wachsende Interesse für psychosoziale Realitäten als Grundlage der Motivierung hervorhebt

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“…1984: Havighurst, 1969Houle. 1961;Memiam & CaffareUa, 1991;Morstain & Smart, 1974: Scanlan & Darkenwald, 1982 (Cross, 1992).…”

Section: The Social Contextmentioning

confidence: 99%

Understanding Older Adults in Education: Decision‐making and Elderhostel

Arsenault

Anderson

Swedburg

1998

Educational Gerontology

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Reasons for Participation in Adult Education Courses: a Multivariate Analysis of Group Differences

Cited by 137 publications

References 4 publications

Empirical validation of the importance of employees' learning motivation for workplace e-learning in Taiwanese organisations

Empirical validation of the importance of employees' learning motivation for workplace e-learning in Taiwanese organisations

Fondements psychosociaux des motifs de participation académique des adultes : regard sur la recherche

Understanding Older Adults in Education: Decision‐making and Elderhostel

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