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 design for delivery of training to adult learners in the workplace are growing. However, academic efforts in examining learners’ perceptions of, and reactions towards, 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, and prior experience differences in the main effects were also investigated.