Abstract
This study defines, examines, and measures the effectiveness of a corporate virtual learning program. Initially, distinctions between traditional and virtual learning and university and corporate programs are defined. Then, based on the literature, an integrative model of the perceived effectiveness of a virtual learning environment is developed and examined. The demographics, perceptions, and success of participants in a practitioner certification instruction program sponsored by a Fortune 50 firm are found to be related to persistence and success in the program, as well as to the effectiveness of knowledge transfer. Conclusions and recommendations for further study are offered.
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