Publication Date

2018

Document Type

Dissertation/Thesis

First Advisor

Mayall, Hayley J.

Degree Name

Ph.D. (Doctor of Philosophy)

Department

Department of Educational Technology, Research and Assessment

LCSH

Instructional systems--Design||Industrial arts--Study and teaching||Educational psychology

Abstract

With the rapid changes in and development of online learning, the need for integrating online professional development is growing due to its availability and flexibility for improving employees' job-related skills and knowledge (Chatzoglou, Sarigiannidis, Vraimaki, & Diamantidis, 2009; Kijsanayotin, Pannarunothai, & Speedie, 2009; Yoo & Hung, 2016). Online professional development is defined as "a means for delivering information and communication between the trainer and the student" (Race, 2005, p. 9)-in other words, providing training using technology. According to the literature, there is a lack of consideration of employees' behavioral intention to use online professional development (Admiraal & Lockhorst, 2009; Roca & Gagne, 2008). Therefore, this study was designed to investigate how the attitudinal factors of the UTAUT model (performance expectancy, effort expectancy, and social influence) can predict employees' behavioral intention to use online professional development at King Abdullah Bin Abdul-Aziz University Hospital, Saudi Arabia. Also, this study investigated whether gender moderated the relationship between the UTAUT constructs and behavioral intention to use online professional development. The findings of this study show that performance expectancy and effort expectancy were the only statistically significant predictors of the employees' behavioral intention to use online professional development. Also, gender did not have any moderating effect on the relationship between the UTAUT constructs and employees' behavioral intention to use online professional development. These findings are discussed in accordance with previous research. Finally, the limitations of the current study, its implications for practice, and suggestions for future studies are also discussed.

Comments

Committee members: Smith, Thomas; Xie, Ying.||Advisor: Mayall, Hayley.||Includes illustrations.||Includes bibliographical references.

Extent

134 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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