Understanding the continued usage of business e-learning courses in HK corporations

Other research has investigated different aspects of e-learning, e.g. comparing the effectiveness of e-learning with traditional classroom training and on the success of IT or computer skills training. This study focused on how to ensure that individuals continue their usage of business and management e-learning courses for self-development in Hong Kong Corporations. A theoretical framework was developed based on Venkatesh’s model of System Usage, Bhattacherjee’s Expectation-Confirmation Model and Seddon’s re-specification of DeLone and McLean’s Information System Success Model. The proposed model was calibrated with 212 valid samples from five corporations in Hong Kong and was validated with 15 questionnaires from a small e-commerce company of 50 staff at a different time. The data supported the model and the model had a moderate explanatory power (R2=37%) for continued usage. The structural model was not affected by different collection periods (first collection batch vs last collection batch), sample (calibration vs validation), gender (male vs female), position (manager vs non-manager), and computer usage experience (10 years or more vs less than 10 years). However, the model was different for groups of different ages (age 36 and above vs below 36) and educational levels (university graduates vs non-university graduates). Further research and the business implications for improving the continued usage of business e-learning courses are discussed.Education for the 21 st century - impact of ICT and Digital Resources ConferenceRed de Universidades con Carreras en Informática (RedUNCI

E-training Implementation in Saudi Arabia: An Exploratory Study in Private Sector in Jeddah

This paper explores the justification for implementing, the benefits and barriers of e-training from training managers working in private sector in Jeddah. The questionnaire was used to gather the data from training managers. Total 150 questionnaires were distributed, out of that 63 questionnaires were used in the analysis. The results showed that the implantation of e-training is growing rapidly in private sector in Jeddah. In addition the results demonstrate that the main drivers for e-training investment were linked to improved delivery and flexibility, increased access, reduced costs, and better administration for implementing training from managers’ perspective. However, the most important challenges identified by mangers were related to absence of a professional online training center in Arabic and the lack of expertise in E-training inside the company. Based on the results, a number of recommendations and future research areas were discussed. Keywords: E-training, E-learning, Implementation, Corporate training, Employee training

Lingnan College Hong Kong : President\u27s report 1996-1997

https://commons.ln.edu.hk/lingnan_annualreport/1016/thumbnail.jp

PRME Report 2013-2014

Since our previous PRME report two years ago, Hanken has made significant progressin implementing the concept of responsibility and sustainability. As a result of thisprogress, Hanken was appointed one of 30 PRME Champions schools. This recognitionstrengthens Hanken’s position as one of the pioneers of responsible managementeducation.Responsibility and sustainability permeate Hanken’s activities at all levels– fromstrategy to execution. A social responsibility perspective is included in the sub-strategiesfor all our key activities – teaching and learning, research, HR, marketing, and executiveeducation. Additionally, social responsibility is a key element in our long-termstrategy. This builds a solid base for responsibility and sustainability as the fourthelement of our strategic profile together with research, internationalisation and corporateconnections.We have worked at including elements of social responsibility and sustainability in allaspects of our education ever since Hanken signed the Principles of Responsible ManagementEducation. Social responsibility has been included in our general learninggoals within the Assurance of Learning process and we have worked towards attainingAACSB accreditation. Recent developments in our teaching include new Master’s DegreeProgrammes in (1) Finance and Accounting, where students learn how to createand maintain a sustainable business from a financial management point of view; and(2) International Strategy and Sustainability, where students learn to think strategicallywith sustainability in mind. Hanken has also broadened the bachelor’s levelcourse offering within social responsibility through a recent agreement with ArcadaUniversity of Applied Science. Furthermore, ethical conduct is a key element in ourPhD Programme.At the end of 2012 Hanken’s research was evaluated by a panel of internationally acclaimedacademics. The panel concluded that Hanken’s research within supply chainmanagement and social responsibility is internationally competitive.But efforts are fruitless if no one knows about them, so I am very pleased that Hanken’sprevious PRME report was awarded a Recognition of Excellence Award for SIP reportingby the PRME Secretariat. Not only are we doing the right things, we also knowhow to communicate our progress. I hope this report continues the tradition

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Acceptance of competency-based workplace e-learning systems: Effects of individual and peer learning support

Current endeavors to integrate competency-based learning approaches with e-learning systems designed for delivery of training to adult learners in the workplace are growing. However, academic efforts in examining learners' perceptions of, and reactions toward, this technology-delivered pedagogical innovation are limited. Drawing together perspectives from the literature on training and instructional design and technology acceptance, this research proposed a conceptual model to examine the influences of perceived individual and social learning support on employees' acceptance of competency-based e-learning systems. Structural equation modeling and multi-group structural equation modeling techniques were applied to sample data collected from work settings in Mainland China. The results show the positive effects of perceived individual learning support and perceived support for promoting a norm of cooperation on employees' intention to use the competency-based e-learning system. It was also found that perceived support for enhancing social ties had a negative effect on employees' behavioral intention. The gender, age, prior experience, and work experience differences in the main effects were also investigated. Besides, qualitative data collected via semi-structured in-depth interview provide complementary evidence to the findings. © 2011 Elsevier Ltd. All rights reserved.postprin