The Effects of Self-Regulated Learning
Processes on E‑Learning Outcomes in
Zeying Wan, Deborah Compeau, and Nicole Haggerty
Zeying Wan is an assistant professor at the Sobey School of Business, Saint Mary’s University. She received her Ph.D. from the Richard Ivey Business School at the University of Western Ontario. Her current research interests include e‑learning and knowledge management. Her research has been published in scholarly journals such as Information & Management, Journal of Information Systems Education, and Group Decision and Negotiation, as well as in various conference proceedings. Deborah Compeau is a professor of management information systems at the Richard Ivey School of Business Administration, University of Western Ontario. Her research focuses on the individual user of information and communications technologies, viewed from a social cognitive perspective. In particular, she is interested in understanding what organizations can do to facilitate individual adoption of and learning about information technologies. Her research has been published in Information Systems Research and MIS Quarterly as well as other journals. Dr. Compeau has served as a member of the editorial boards of MIS Quarterly and Information Systems Research. Nicole Haggerty is an associate professor at the Richard Ivey Business School, University of Western Ontario. Her research interests center on the intersection of technology and learning/knowledge, including the influence of technical support on individual learning about technology, competency development, and learning and knowledge transfer in computer-mediated settings. Her research has been published in various scholarly journals and conference proceedings, including Information Systems Journal, Information & Management, Human Resource Management, and Journal of Organizational and End User Computing.
Abstract: This paper focuses on employees’ e‑learning processes during online job training. A new categorization of self-regulated learning strategies, that is, personal versus social learning strategies, is proposed, and measurement scales are developed. The new measures were tested using data collected from employees in a large company. Our approach provides context-relevant insights into online training providers and employees themselves. The results suggest that learners adopt different self-regulated learning strategies resulting in different e‑learning outcomes. Furthermore, the use of self-regulated learning strategies is influenced by individual factors such as virtual competence and goal orientation, and job and contextual factors such as intellectual demand and cooperative norms. The findings can (1) help e‑learners obtain better learning outcomes through their active use of varied learning strategies, (2) provide useful information for organizations that are currently using or plan to use e‑learning
Journal of Management Information Systems / Summer 2012, Vol. 29, No. 1, pp. 307–339. © 2012 M.E. Sharpe, Inc. All rights reserved. Permissions: www.copyright.com ISSN 0742-1222 (print)/ISSN 1557-928X (online)
Wan, Compeau, and Haggerty
for training, and (3) inform software designers to integrate self-regulated learning strategy support in e‑learning system design and development. Key words and phrases: e‑learning, job training, learning outcomes, learning processes, self-regulated learning strategies, social cognitive theory.
Employee training has become an effective way to enhance organizational productivity. It is even more important today given the fast-changing nature of current work practices. Research has shown that 50 percent of all employee skills become outdated within three to five years . The cycle is even shorter for information technology (IT) professionals because of the high rate of technology innovation. On the one hand, this phenomenon requires organizations to focus more...
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