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Minding the Gap Between First and Continued Usage of a Corporate E-Learning English-language Program

Minding the Gap Between First and Continued Usage of a Corporate E-Learning English-language Program

Tainyi Luor, Hsi-peng Lu, Robert E. Johanson, Hueiju Yu
Copyright: © 2012 |Volume: 8 |Issue: 1 |Pages: 20
ISSN: 1548-3908|EISSN: 1548-3916|EISBN13: 9781466614499|DOI: 10.4018/jthi.2012010104
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MLA

Luor, Tainyi, et al. "Minding the Gap Between First and Continued Usage of a Corporate E-Learning English-language Program." IJTHI vol.8, no.1 2012: pp.55-74. http://doi.org/10.4018/jthi.2012010104

APA

Luor, T., Lu, H., Johanson, R. E., & Yu, H. (2012). Minding the Gap Between First and Continued Usage of a Corporate E-Learning English-language Program. International Journal of Technology and Human Interaction (IJTHI), 8(1), 55-74. http://doi.org/10.4018/jthi.2012010104

Chicago

Luor, Tainyi, et al. "Minding the Gap Between First and Continued Usage of a Corporate E-Learning English-language Program," International Journal of Technology and Human Interaction (IJTHI) 8, no.1: 55-74. http://doi.org/10.4018/jthi.2012010104

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Abstract

The implementation of computer on-line English-language learning (COEL) (acronyms given in the Appendix) programs in business contexts remains an unexplored area in the computer assisted language learning literature. Moreover, while many studies have focused on learners’ first usage intentions in TAM (technical acceptance model), few have explored their intentions to continue using them. To address this lacuna, the authors propose a framework for COEL derived from a three-month empirical study of learners’ perceived ease of use (PEOU), perceived usefulness (PU), perceived enjoyment (PENJ), attitudes towards corporate e-learning (ATT), intention (INT), technology satisfaction (SAT), and affective reaction (AR) regarding a COEL program implemented at a financial firm in Taiwan. An examination of the proposed two models revealed gaps between learners’ intention of first usage and re-usage of the COEL. Further analyses revealed a significant difference between groups of high intention learners to re-use the COEL and low intention learners to re-use the COEL. A second investigation determined eight factors that contributed to the differences between these two diverse groups of learners. This study’s findings shed light on the relationship between TAM model and factors related to COEL programs.

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