Development of an ELearning Model to Facilitate Internal Communication
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Published:
Sep 20, 2018
Keywords:
Elearning Internal Communication Organizational Change
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Abstract
The goal of this research was to develop a conceptual model for elearning as a supporting tool for business process management. A mixed methods case study was used to evaluate and test an elearning model in a case study firm. The case study focused on internal communications processes and procedures, which was a specific issue of the case firm. The elearning model was developed through a combination of preliminary testing and expert review, which identified eight elearning characteristics that ultimately led to process knowledge (internal communications effectiveness) through perceived usefulness, user satisfaction and knowledge transfer. Following an organizational training intervention, the model was retested. This retesting demonstrated that the conceptual framework reliably measured internal communication effectiveness. The implication of these findings is that elearning is an effective tool for supporting business process management and that specific characteristics of elearning influence training outcomes.
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Duangekanong, D. ., & Vate-U-Lan, P. . (2018). Development of an ELearning Model to Facilitate Internal Communication. NIDA Development Journal, 59(2), 1–19. Retrieved from https://so04.tci-thaijo.org/index.php/NDJ/article/view/240613
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Bhuasiri, W., Xaymoungkhoun, O., Zo, H., Rho, J. J., & Ciganek, A. P. (2012). Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty. Computers and Education, 58, 843-855.
Bottazzo, V. (2005). Intranet: A medium of internal communication and training. Information Services and Use, 25(2), 77-85.
Cañas, J. J., Fajardo, I., & Salmeron, L. (2006). Cognitive flexibility. In International encyclopedia of ergonomics and human factors (pp. 297-300). New York: Taylor & Francis.
Cho, V., Cheng, T. C., & Lai, W. M. (2009). The role of perceived user-interface design in continued usage intention of self-paced e-learning tools. Computers and Education, 53, 216-227.
Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). Hoboken, NJ: John Wiley and Sons.
Cornelissen, J. (2004). Corporate communications theory and practice. Thousand Oaks, CA: Sage Publications.
Daniels, M. (2014). Discovery learning: Pros and cons. In D. C. Phillips (Ed.), Encyclopedia of educational theory and philosophy (pp. 235-238). Thousand Oaks, CA: Sage.
El Ouirdi, A., El Ouirdi, M., Segers, J., & Hendrickx, E. (2015). Employees' use of social media technologies: a methodological and thematic review . Behaviour and Information Technology, 34, 454-464.
Hearn, G. N., Foth, M., & Gray, H. L. (2009). Applications and implementations of new media in corporate communications: An action research approach. Corporate Communications, 14(1), 49-61.
Holsapple, C. W., & Lee-Post, A. (2006). Defining, assessing, and promoting e-learning success: An information systems perspective. Decision Sciences Journal of Innovative Education, 4(1), 67-85.
Lee, M. -C. (2010). Explaining and predicting users’ continuance intention toward e-learning: An extension of the expectation–confirmation model. Computers and Education, 54, 506-516.
Liaw, S. -S. (2008). Investigating students' perceived satisfaction, behavioral intention and effectiveness of e-learning: A case study of the Blackboard system. Computers and Education, 51(2), 864-873.
Mazzei, A. (2014). A multidisciplinary approach for a new understanding of corporate communication. Corporate Communication: An International Journal, 19(2), 216-230.
McCalman, J., Paton, R. A., & Sibert, S. (2015). Change management: A guide to effective implementation. Thousand Oaks, CA: Sage.
Phelps, R., Adams, R., & Bessant, J. (2007). Life cycles of growing organizations: A review with implications for knowledge and learning. International Journal of Management Reviews, 911-30.
Shee, D. Y., & Wang, Y. -S. (2008). Multi-criteria evaluation of the web-based e-learning system: A methodology based on learner satisfaction and its applications. Computers and Education, 50(3), 894-905.
Siritongthaworn, S., & Krairit, D. (2006). Satisfaction in e‐learning: the context of supplementary instruction . Campus-Wide Information Systems, 23(2), 76-91.
Tsai, M. -J. (2009). The model of strategic e-learning: Understanding and evaluating student e-learning from metacognitive perspectives. Journal of Educational Technology and Society, 12(1), 34-48.
Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management science, 46(2), 186-204.
Verčič, A. T., Verčič, D., & Srirahmesh, K. (2012). Internal communication: Definition, parameters and the future. Public Relations Review, 38, 223-230.
Wang, Y. -S. (2003). Assessment of learner satisfaction with asynchronous electronic learning systems. Information and Management, 41(1), 75-86.
Welch, M., & Jackson, P. R. (2007). Rethinking internal communication: A stakeholder approach. Corporate Communications: An International Journal, 12(2), 177-198.
Welsh, E. T., Wanberg, C. R., Brown, K. G., & Simmering, M. J. (2003). E-learning: Emerging uses, empirical results and future directions. International Journal of Training and Development, 7(4), 245-258.
Yates, K. (2006). Internal communication effectiveness enhances bottom-line results. Journal of Organizational Excellence, 25(3), 71-79.