Abstract
To better understand the relationship between e-learning integration and organizational factors in South Korea, this study explored the influence of employees’ perceptions of organizational climate on their technology acceptances toward e-learning in the workplace of South Korea. Employees’ perceptions of organizational climate was evaluated using Litwin & Stringer’s Organizational Climate Questionnaire (LSOCQ) and employees’ technology acceptance toward e-learning was measured by the Unified Theory of Acceptance and Use of Technology (UTAUT). A canonical correlation suggested that employees’ perceived organizational climate can influence their acceptance levels toward e-learning, which implies the importance of addressing organizational issues while integrating e-learning into workplaces in South Korea.
Highlights
Due to the development of technology, e-learning is getting more and more utilized in the workplace as well as in the classrooms
Our finding shows that technology acceptance towards e-learning predicted approximately 25% of the organizational climate while perceived organizational climate predicted around 38% of the technology acceptance towards e-learning
The findings of this study were able to empirically substantiate previous conceptual suggestions on the relationship between organizational climate and employees’ perceptions of using technologies (Kaufman, 1978; Kanter, 1983; Kozlowski & Hults, 1987). This finding is important because it demonstrates the critical role of organizational climate in promoting the use of technology so that it could be informative for a successful integration of technology in the workplace
Summary
Due to the development of technology, e-learning is getting more and more utilized in the workplace as well as in the classrooms. According to American Society for Training and Development (ASTD), almost one third of training for employees in the workplace has been implemented through technology (ASTD, 2010). As e-learning is being used more frequently, many studies have explored factors that might affect the successful implementation of e-learning (Govindasamy, 2002; Liaw, 2004; Selim, 2007; Soong, Chan, Chua, & Loh, 2001; Sun, Tsai, Finger, Chen, & Yeh, 2008). Among a variety of elearning factors, user’s acceptance toward e-learning has gained much attention. Employees’ acceptance levels toward e-learning in the workplace have rarely been investigated, even though research about students and teachers’ acceptance levels in the classrooms toward e-learning has been well-studied (Liaw, Huang, & Chen, 2007; Park, 2009; Yuen & Ma, 2008)
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