Taking the self-directed road to e-learning: learner control, efficacy and motivation

Abstract

Technological advances are dramatically altering companies' in-service training and development scenarios. Although the adoption of online learning programmes has been significant in recent years, the capabilities and efficacy of such programmes have yet to be fully investigated. In this study, we have investigated the effectiveness of corporate e-learning through a survey of almost 200 employees working in public and private banks and ranging from 30 to 50 years old. The employees had various backgrounds in computer skills, beliefs and interests and such differences caused different perceptions towards e-learning and, thus, its effectiveness. The study investigates whether e-learning is more effective when learners are able to exercise control and effectively regulate their own learning in flexible learning systems. Is e-learning more effective when learners are motivated enough to learn? Is e-learning more effective when learners are involved in the decision to learn and there is a will to learn? In this study, the components of learner control, continuing motivation and efficacy are examined as the possible requirements and benefits of effective e-learning. A theoretical framework is advanced, which illustrates the interdependence and mutual importance of these three components. Finally, recommendations are offered for future research to further develop what we know about what makes e-learning effective.

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