Overcoming invisible obstacles in organizational learning

Abstract

Purpose – The purpose of this paper is to explore the key factors that could influence mobile learning outcome, and further explore the moderating effect of employee resistance to change (RTC) on mobile learning Design/methodology/approach – Partial least squares analysis was utilized to examine the data. Totally, 261 employees with mobile English learning experience participated in this study. Findings – The study findings have indicated that the perceived playfulness, flexibility advantages, and self-regulated learning (SRL) could have a positive impact on mobile learning satisfaction, which in turn could lead to better mobile learning continuance intention. In addition, it has been found that RTC could moderate the relationship between perceived flexibility advantages and mobile learning satisfaction, the link between SRL and mobile learning satisfaction, as well as the connection between mobile learning satisfaction and continuance intention. Originality/value – Although a considerable amount of literature has been published on mobile and organizational learning, relatively little work has probed into the moderating role of employee RTC on mobile learning in organizations. As mobile learning has gradually been regarded as a key learning channel, in order to minimize learning barriers, and further improve learning effectiveness and efficiency in organizations, it is critical that more work should be done on the moderating role of RTC in mobile learning.