The impact of self-efficacy beliefs of employees on contextual issues of online learning: with reference to the banking sector in Sri Lanka

Abstract

PurposeThe paper aims to clarify the relationship between perceived contextual issues and the self-efficacy beliefs of the employees with e-learning engagement for their competency development. It proposes a model for the banks to utilize their e-learning interventions more effectively by managing the identified contextual issues. Simultaneously, this study aims to expand the domain of self-efficacy beliefs and apply its principles to dilute the impact of the negative contextual issues which were not addressed through similar research.Design/methodology/approachThe paper focuses on an exploratory study using a deductive approach grounded on self-efficacy – one of the main dimensions of Bandura's social cognitive theory. It adopted a mixed methodology, and primary data were collected through an online survey (792 responses analyzed through Statistical Package Social Science [SPSS]) and semi-structured interviews (20 respondents analyzed through thematic analysis). The population comprises employees of private commercial banks who have recently introduced e-learning.FindingsThe paper provides empirical insights about the contextual issues influencing e-learning and how self-efficacy beliefs can be utilized to enhance the effective engagement of employees. Contextual issues related to technological, organizational, personal and time-intensive factors influence e-learning engagement. The strengthening of self-efficacy beliefs (learners' enthusiasm and gaining) can be utilized to manage personal and time-intensive factors. However, technological and organizational factors cannot be managed through a similar approach as they did not report a significant relationship with self-efficacy.Originality/valueThis paper fulfills an identified need to study how e-learning can be utilized as an effective competency development tool in the banking sector.

Integrating TAM and IS success model: exploring the role of blockchain and AI in predicting learner engagement and performance in e-learning

“…Even though the cited studies do not directly mention blockchain and AI, given the ever-increasing role of these technologies in modern e-learning systems, self-efficacy will likely influence behavior to use such advanced technologies about e-learning engagement. Rathnasekara et al (2023) explore the impact of self-efficacy beliefs on contextual issues of online learning among employees in the banking sector in Sri Lanka. Their findings indicate that self-efficacy is crucial in determining employees' engagement and success in online learning.…”

“…Chuo et al (2011) expanded upon the relationship between self-efficacy and e-learning by examining the role of organizational support, self-efficacy, and computer anxiety in determining the usage of 2020) found that self-efficacy notably impacted students' acceptance of e-learning and, subsequently, their performance in these settings. In a specific context, Rathnasekara et al (2023) studied the banking sector in Sri Lanka and deduced that the self-efficacy beliefs of employees significantly influenced various contextual issues related to online learning, which could indirectly impact their e-learning performance. Again, while the direct link between blockchain and AI use and performance is not highlighted, the consistent pattern in the literature supports the premise that learner self-efficacy would likely moderate the use-performance relationship, especially when using advanced technologies like blockchain and AI.…”

An empirical study of students' perceptive on e-learning systems success

“…E-learning can be defined as a course mainly delivered with the help of the Internet anywhere instead of a classroom where the professors of educational institutions are teaching (Roszak et al, 2021). Moreover, it facilitates the learning process both within the education curriculum and outside the conventional classroom (Rathnasekara et al, 2023). E-learning is not limited to courses delivered via CD-ROM, DVD, TV channels and videotape (Ogbonna et al, 2019).…”

“…, 2021). Moreover, it facilitates the learning process both within the education curriculum and outside the conventional classroom (Rathnasekara et al. , 2023).…”