Purpose

Coronavirus disease 2019 (COVID-19) has had global repercussions on use of e-learning solutions. In order to maximise the promise of e-learning, it is necessary for managers to understand, control and avoid barriers that impact learner continuance of e-learning systems. The technology, individual, pedagogy and enabling conditions (TIPEC) framework identified theoretical barriers to e-learning implementation, i.e. grouped into four theoretical concepts (7 technology, 26 individual, 28 pedagogy and 7 enabling conditions). This study validates the 26 theoretical individual barriers. Appreciating individual barriers will help the e-learning implementation team to better scope system requirements and help achieve better student engagement, continuation and ultimately success.

Design/methodology/approach

Data were collected from 344 e-learning students and corporate trainees, across a range of degree programs. Exploratory and confirmatory factor analysis was used to define and validate barrier themes. Comparison of results against the findings of Ali et al. (2018) allows comparison of theoretical and validated compound factors.

Findings

Results of exploratory and confirmatory factor analysis combined several factors and defined 16 significant categories of barriers instead of the 26 mentioned in the TIPEC framework.

Originality/value

Individual learner barriers, unlike technology and pedagogy barriers which can be directly identified and managed, appear abstract and unmanageable. This paper, considering implementation from the learner perspective, not only suggests a more simplified ontology of individual barriers but presents empirically validated questionnaire items (see Appendix) that can be used by implementation managers and practitioners as an instrument to highlight the barriers that impact individuals using e-learning factors. Awareness of individual barriers can help the content provider to adapt system design and/or use conditions to maximize the benefits of e-learning users.

中文翻译：

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验证基于学习者的电子学习障碍：开发一种工具来帮助电子学习实施管理和领导

目的

2019 年冠状病毒病 (COVID-19) 对电子学习解决方案的使用产生了全球影响。为了最大限度地发挥电子学习的前景，管理人员有必要了解、控制和避免影响学习者继续使用电子学习系统的障碍。技术、个人、教学法和支持条件 (TIPEC) 框架确定了电子学习实施的理论障碍，即分为四个理论概念（7 个技术、26 个个人、28 个教学法和 7 个支持条件）。本研究验证了 26 个理论上的个人障碍。了解个人障碍将有助于电子学习实施团队更好地确定系统要求，并帮助实现更好的学生参与、继续学习和最终成功。

设计/方法/方法

数据来自 344 名电子学习学生和企业实习生，涉及一系列学位课程。探索性和验证性因素分析用于定义和验证障碍主题。结果与 Ali等人的发现的比较。(2018) 允许比较理论和验证的复合因素。

发现

探索性和验证性因素分析的结果结合了几个因素，并定义了 16 种重要的障碍类别，而不是 TIPEC 框架中提到的 26 种。

原创性/价值

与可以直接识别和管理的技术和教学障碍不同，个体学习者障碍显得抽象且难以管理。本文从学习者的角度考虑实施，不仅提出了更简化的个人障碍本体论，而且提出了经过实证验证的问卷项目（见附录），实施经理和从业者可以将其用作一种工具来突出影响个人使用的障碍电子学习因素。了解个人障碍可以帮助内容提供商调整系统设计和/或使用条件，以最大限度地提高电子学习用户的利益。