员工对无处不在的图书馆支持的专业学习的态度:对美容水疗行业的实证调查

IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Online Pedagogy and Course Design Pub Date : 2022-01-01 DOI:10.4018/ijopcd.295952

Chun-Kuei Chen, Yen-Ku Kuo, Y. Tu, Gwo-jen Hwang

{"title":"员工对无处不在的图书馆支持的专业学习的态度:对美容水疗行业的实证调查","authors":"Chun-Kuei Chen, Yen-Ku Kuo, Y. Tu, Gwo-jen Hwang","doi":"10.4018/ijopcd.295952","DOIUrl":null,"url":null,"abstract":"This study aimed to explore the influencing factors of employees’ attitudes towards ubiquitous library-supported professional learning (AULPL) when they adopted the ubiquitous library in the workplace. A total of 164 valid questionnaires were collected and analyzed to examine the effects of the employees’ job characteristics and self-regulated learning on their attitudes towards ubiquitous library-supported professional learning. The results indicate that the employees’ job characteristics (i.e., job control and social support) and self-regulated learning can predict their attitudes towards ubiquitous library-supported professional learning. In addition, self-regulated learning acted as a mediator between job characteristics and AULPL. Basic self-regulated learning mediates the relationships between job control in job characteristics and perceived usefulness for AULPL. Advanced self-regulated learning mediates the relationship between job control in job characteristics and AULPL (i.e., perceived usefulness, perceived ease of use, affection, behavior).","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"46 1","pages":"1-15"},"PeriodicalIF":0.3000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Employee Attitudes Towards Ubiquitous Library-Supported Professional Learning: An Empirical Investigation Into the Beauty Spa Industry\",\"authors\":\"Chun-Kuei Chen, Yen-Ku Kuo, Y. Tu, Gwo-jen Hwang\",\"doi\":\"10.4018/ijopcd.295952\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study aimed to explore the influencing factors of employees’ attitudes towards ubiquitous library-supported professional learning (AULPL) when they adopted the ubiquitous library in the workplace. A total of 164 valid questionnaires were collected and analyzed to examine the effects of the employees’ job characteristics and self-regulated learning on their attitudes towards ubiquitous library-supported professional learning. The results indicate that the employees’ job characteristics (i.e., job control and social support) and self-regulated learning can predict their attitudes towards ubiquitous library-supported professional learning. In addition, self-regulated learning acted as a mediator between job characteristics and AULPL. Basic self-regulated learning mediates the relationships between job control in job characteristics and perceived usefulness for AULPL. Advanced self-regulated learning mediates the relationship between job control in job characteristics and AULPL (i.e., perceived usefulness, perceived ease of use, affection, behavior).\",\"PeriodicalId\":53981,\"journal\":{\"name\":\"International Journal of Online Pedagogy and Course Design\",\"volume\":\"46 1\",\"pages\":\"1-15\"},\"PeriodicalIF\":0.3000,\"publicationDate\":\"2022-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Online Pedagogy and Course Design\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4018/ijopcd.295952\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Online Pedagogy and Course Design","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/ijopcd.295952","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

本研究旨在探讨员工在工作场所采用泛在图书馆时，对泛在图书馆支持的专业学习(AULPL)态度的影响因素。本研究共收集了164份有效问卷，分析了员工的工作特征和自我调节学习对图书馆泛在专业学习态度的影响。结果表明，员工的工作特征(即工作控制和社会支持)和自我调节学习可以预测其对泛在图书馆支持的专业学习的态度。此外，自我调节学习在工作特征与AULPL之间起中介作用。基本自我调节学习在AULPL工作特征中的工作控制与感知有用性之间起中介作用。高级自我调节学习在工作特征中的工作控制与AULPL(即感知有用性、感知易用性、情感、行为)之间的关系中起中介作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Employee Attitudes Towards Ubiquitous Library-Supported Professional Learning: An Empirical Investigation Into the Beauty Spa Industry

This study aimed to explore the influencing factors of employees’ attitudes towards ubiquitous library-supported professional learning (AULPL) when they adopted the ubiquitous library in the workplace. A total of 164 valid questionnaires were collected and analyzed to examine the effects of the employees’ job characteristics and self-regulated learning on their attitudes towards ubiquitous library-supported professional learning. The results indicate that the employees’ job characteristics (i.e., job control and social support) and self-regulated learning can predict their attitudes towards ubiquitous library-supported professional learning. In addition, self-regulated learning acted as a mediator between job characteristics and AULPL. Basic self-regulated learning mediates the relationships between job control in job characteristics and perceived usefulness for AULPL. Advanced self-regulated learning mediates the relationship between job control in job characteristics and AULPL (i.e., perceived usefulness, perceived ease of use, affection, behavior).

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

International Journal of Online Pedagogy and Course Design EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： The mission of the International Journal of Online Pedagogy and Course Design (IJOPCD) is to provide a platform for the latest research, analysis, and development of online education, effective online teaching methods, and course design. IJOPCD covers the pedagogical design aspects of science education and computing education, as well as courses supported by educational technologies. Targeting academic researchers and educators who work in the field, this journal focuses on the importance of developments in online course design and teaching methods to improve teachers’ teaching and students’ learning. Researchers are encouraged to submit cross-disciplinary, high-quality syntheses that are interesting, beneficial, and apprehensible to all those interested in or teaching science and related disciplines. Topics to be discussed in this journal include (but are not limited to) the following: -Adoption of e-learning -Best practices in computing education -Best practices in science education -Blended learning -Computer-mediated communication -E-learning -Emerging technologies -Evaluation of learning technology systems -Evaluation of online learning effects -Learning management systems -Multimedia and interactive learning systems -Online course design -Online learners’ behavior -Pedagogy and teaching with technology -Virtual reality environments -Web-based teaching methods