Purpose

Conceptual model in this paper combines existing scientific knowledge grounded in theories of planned behavior, diffusion of innovation and a unified theory of acceptance and use of technology, while aiming to identify relevant determinants of continuous use of e-learning by employees who used e-learning in the past year at their workplace.

Design/methodology/approach

The authors developed and empirically tested the positive impact of professional, personal, IT and environmental factors on the continued use of e-learning among 672 employees across different sectors using the structural equation modeling technique.

Findings

Research results suggest that the most powerful determinant of continuous use of e-learning are personal factors. Environmental influences and technological aspects also exhibit a positive and significant impact on the continuous use of e-learning. Research hypothesis related to the positive influence of professional factors on the continuous use of e-learning has not been empirically confirmed. Also, results demonstrated that continued use of e-learning contributes to better individual business performance.

Practical implications

The practical contribution is threefold: to companies, education institutions and human resource managers. For companies, identification of key determinants will lead to a better understanding of employees needs regarding continuous job improvements. The findings can be used by educational institutions to design e-learning programs according to results and real value to employees. On the other hand, human resource managers can benefit from this study in terms of getting concrete factors that motivate employees for continuous job improvement.

Originality/value

The research sheds light on the proposed integrated model that tests the post-adoption of the continuous use of e-learning within an organizational context.

中文翻译：

---

工作场所的持续电子学习：知识未来的通行证

目的

本文中的概念模型结合了以计划行为理论、创新扩散理论和技术接受和使用统一理论为基础的现有科学知识，同时旨在确定使用电子学习的员工持续使用电子学习的相关决定因素过去一年在他们的工作场所。

设计/方法/方法

作者使用结构方程建模技术开发并实证测试了专业、个人、IT 和环境因素对不同部门的 672 名员工继续使用电子学习的积极影响。

发现

研究结果表明，持续使用电子学习的最有力决定因素是个人因素。环境影响和技术方面也对电子学习的持续使用产生积极而重大的影响。有关专业因素对电子学习持续使用的积极影响的研究假设尚未得到实证证实。此外，结果表明，继续使用电子学习有助于提高个人业务绩效。

实际影响

实际贡献有三方面：对公司、教育机构和人力资源经理。对于公司而言，确定关键决定因素将有助于更好地了解员工对持续工作改进的需求。教育机构可以使用研究结果根据结果和对员工的实际价值来设计电子学习计划。另一方面，人力资源经理可以从这项研究中受益，获得激励员工持续改进工作的具体因素。

原创性/价值

该研究阐明了提议的集成模型，该模型测试了在组织环境中持续使用电子学习的采用后。