Mohammad reza Daraei; Noraldin Parsapour; Saeid Talebi; Mohammad Hassan Seif
Abstract
The present study aimed to investigate the factors influencing applying continuous electronic on-the-job training in the leasing employees of Bank Mellat, Iran. This correlational study was conducted on a sample population consisting of all the leasing employees of Bank Mellat. Given the limited sample ...
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The present study aimed to investigate the factors influencing applying continuous electronic on-the-job training in the leasing employees of Bank Mellat, Iran. This correlational study was conducted on a sample population consisting of all the leasing employees of Bank Mellat. Given the limited sample population, census sampling was used, and all the leasing employees of Bank Mellat (n=155) were selected. Various instruments were used to measure the research variables, including the electronic job training questionnaire by Fagan et al. (2004), the quantum management skills questionnaire by Altafi (2011), the facilitating conditions questionnaire by Raleting and Nel (2011), the knowledge sharing questionnaire by van den Hof and van Vinen (2004), the computer self-efficacy questionnaire by Wolters and Daugherty (2007), the organizational intelligence profile by Albrecht (2003), the questionnaire of perceived usefulness by Teo et al. (2007), the survey of technology use experience by Fagan et al. (2004), and the organizational culture questionnaire by Gaffy and Jones (1996). The findings indicated that among the direct effects, the most significant direct effect was exerted by the conditions of technology use on perceived usefulness (0.32), whereas the least significant direct effect was exerted by quantum skills on knowledge sharing (0.15), as well as the effect of knowledge sharing on applying continuous electronic on-the-job training (0.15). Further, the most significant indirect effect was exerted by facilitating conditions on applying continuous electronic on-the-job training (0.09), and the least significant indirect effect was exerted by organizational intelligence on applying continuous electronic on-the-job training (0.03), as well as the effect of experience in using technology on perceived usefulness (0.03). Finally, the least significant total effect was exerted by experience in using technology on perceived usefulness (0.03), and the most significant total effect was exerted by the conditions of using technology on perceived usefulness (0.32).
Samaneh Ebrahimi; Mehdi Moeinikia; Adel Zahed Babelan
Volume 1, Issue 2 , October 2018, , Pages 45-50
Abstract
Nowadays, fast technological development has increased society's dependence on information technology. One of the technology variants is the online learning, which is one of the challenges of a higher education’s institutions. The purpose of this study was to examine simple and multiple relationships ...
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Nowadays, fast technological development has increased society's dependence on information technology. One of the technology variants is the online learning, which is one of the challenges of a higher education’s institutions. The purpose of this study was to examine simple and multiple relationships among perceived ease of use and perceived usefulness with E-learning acceptance. The methodology of this study was descriptive-correlation method and conducted at the University of Mohaghegh Ardabili during the fall semester of 2014-2015. The data were collected via a questionnaire with high level of reliability (Cronbach’s alpha=.86) from 146 university instructors. The sampling method was proportional and randomized. The authors used correlation and regression to analyze the simple and multiple relationships between variables. The results revealed that the perceived usefulness (Beta =.210) for predicting E-learning acceptance was statistically significant, but for the Perceived ease of use (Beta = .013), it was not statistically significant. The study found that perceived usefulness had a positive effect on e-learning acceptance. Hence, perceived usefulness is an influential factor on instructors’ intention and their actual use of the systems adoption. Furthermore, Perceived ease of use didn’t show a significant relation on E-learning acceptance. Thus, further research could be directed to [study] this issue.
