Influence of online learning skills in cyberspace

Purpose - This study aims to propose a conceptual structural equation model to investigate the relationships among e-learning system quality, e-learning readiness, e-learners' competency as well as learning outcomes, and to demonstrate the direct and indirect effect of e-learning system quality and e-learning readiness on learning outcomes from the perspectives of e-learners' competency. Design/methodology/approach - A questionnaire was distributed to 379 full-time employees from ten technological companies in Taiwan who have had e-learning experience (n = 379). Data were analyzed by employing structural equation modeling. Findings - Results reveal that both e-learning system quality and e-learning readiness have a direct and significant impact on e-learners' competency. However, e-learning system quality and e-learning readiness influence learning outcomes indirectly through e-learners' competency. In addition, e-learners' competency has direct and positive significant influence on learning outcomes. Practical implications - Based on these findings, organizations in Taiwan that would like to implement e-learning with their employees should focus on improving individuals' online learning skills such as self-direction, meta-cognitive, and collaborative skills. Originality/value - The findings created an understanding of what attributes of external and internal factors influence the outcome of e-learning in high tech companies. In terms of research contributions, the study extends previous researches by identifying the mediating effect of e-learning competency, on the relationship between e-learning system quality, e-learning readiness and learning outcome. Organizations that would like to adopt e-learning to improve employees' knowledge and skills will be able to apply strategies based on the findings from the research.