Distance education resistance in corporate education
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista de Administração Pública |
Texto Completo: | https://periodicos.fgv.br/rap/article/view/7147 |
Resumo: | Although the resistance to the technologies is a frequent problem in enterprises, the researches in that area are fragmented, no-cumulative and rare in the literature. The objective of this research was to identify and analyze the main resistance dimensions to Distance Education (DE) in Corporate Education (CE). A theoretical structure that sought to explain the Resistance to DE in CE was developed and tested. The initial hypotheses were tested and the results showed that, in the researched sample, the dimensions Self-effectiveness and Effort Expectation influence direct and positively the Resistance to DE in CE, and the dimensions Effort Expectation, Facilitative Conditions, Interactivity and Communication are antecedent construct to the Effort Expectation. This study will help in the deployment and management of distance learning courses, especially in public sector organizations, including universities. |
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Distance education resistance in corporate educationResistencia a la educación a distancia en la educación corporativaResistência à educação a distância na educação corporativaresistance to the technologiesUtautdistance educatione-learningbarriers to distance educationcorporate education.resistencia a la tecnologíaUtauteducación a distanciae-learningbarreras a la educación a distanciaeducación corporativa.resistência às tecnologiasUtauteducação a distânciae-learningbarreiras à educação a distânciaeducação corporativa.Although the resistance to the technologies is a frequent problem in enterprises, the researches in that area are fragmented, no-cumulative and rare in the literature. The objective of this research was to identify and analyze the main resistance dimensions to Distance Education (DE) in Corporate Education (CE). A theoretical structure that sought to explain the Resistance to DE in CE was developed and tested. The initial hypotheses were tested and the results showed that, in the researched sample, the dimensions Self-effectiveness and Effort Expectation influence direct and positively the Resistance to DE in CE, and the dimensions Effort Expectation, Facilitative Conditions, Interactivity and Communication are antecedent construct to the Effort Expectation. This study will help in the deployment and management of distance learning courses, especially in public sector organizations, including universities.A pesar que la resistencia a la tecnología es un problema frecuente en las empresas, las investigaciones en esta área están fragmentadas, no son acumulativas y son raras en la literatura. El objetivo de esta investigación fue identificar y analizar las principales dimensiones de la resistencia a la Educación a Distancia (EAD) en la Educación Corporativa (EC). Una estructura teórica que pretende explicar la resistencia de la EAD em la EC fue desarrollada y probada. Las hipótesis iniciales fueron testeadas y los resultados indicaron que, en la muestra estudiada, las dimensiones Auto-eficacia y Expectativas delRendimiento influyen directa y positivamente en la Resistencia a la EAD en la EC, y las dimensiones de Expectativa de Esfuerzo, Condiciones Propicias, Interactividad y Comunicación son constructoras de antecedentes del Rendimiento Esperado. Posiblemente este estudio ayudará en la implementacióny gestión de cursos de aprendizaje a distancia, especialmente en las organizaciones del sector público, incluidas las universidades.Embora a resistência às tecnologias seja um problema frequente nas empresas, as pesquisas nessa área são fragmentadas, não cumulativas e raras na literatura. O objetivo desta pesquisa foi identificar e analisar as principais dimensões de resistência à educação a distância (EAD) na educação corporativa (EC). Uma estrutura teórica que visou explicar a resistência à EAD na EC foi desenvolvida e testada. As hipóteses iniciais foram testadas e os resultados mostraram que, na amostra pesquisada, as dimensões Autoeficácia e Expectativa de Desempenho influenciam direta e positivamente a resistência à EAD na EC, e as dimensões Expectativa de Esforço, Condições Facilitadoras, Interatividade e Comunicação são construtos antecedentes à Expectativa de Desempenho. Este estudo poderá auxiliar a implantação e gestão de cursos a distância, principalmente em organizações do setor público, incluindo universidades.Fundação Getulio Vargas (FGV EBAPE)2012-12-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.fgv.br/rap/article/view/7147Brazilian Journal of Public Administration; Vol. 46 No. 5 (2012); 1367 a 1389Revista de Administração Pública; Vol. 46 Núm. 5 (2012); 1367 a 1389Revista de Administração Pública; v. 46 n. 5 (2012); 1367 a 13891982-31340034-7612reponame:Revista de Administração Públicainstname:Fundação Getulio Vargas (FGV)instacron:FGVporhttps://periodicos.fgv.br/rap/article/view/7147/5698Albertin, Alberto LuizBrauer, Marcusinfo:eu-repo/semantics/openAccess2021-11-17T20:41:59Zoai:ojs.periodicos.fgv.br:article/7147Revistahttps://ebape.fgv.br/publicacoes/rapONGhttps://old.scielo.br/oai/scielo-oai.php||rap@fgv.br1982-31340034-7612opendoar:2021-11-17T20:41:59Revista de Administração Pública - Fundação Getulio Vargas (FGV)false |
dc.title.none.fl_str_mv |
Distance education resistance in corporate education Resistencia a la educación a distancia en la educación corporativa Resistência à educação a distância na educação corporativa |
title |
Distance education resistance in corporate education |
spellingShingle |
Distance education resistance in corporate education Albertin, Alberto Luiz resistance to the technologies Utaut distance education e-learning barriers to distance education corporate education. resistencia a la tecnología Utaut educación a distancia e-learning barreras a la educación a distancia educación corporativa. resistência às tecnologias Utaut educação a distância e-learning barreiras à educação a distância educação corporativa. |
title_short |
Distance education resistance in corporate education |
title_full |
Distance education resistance in corporate education |
title_fullStr |
Distance education resistance in corporate education |
title_full_unstemmed |
Distance education resistance in corporate education |
title_sort |
Distance education resistance in corporate education |
author |
Albertin, Alberto Luiz |
author_facet |
Albertin, Alberto Luiz Brauer, Marcus |
author_role |
author |
author2 |
Brauer, Marcus |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Albertin, Alberto Luiz Brauer, Marcus |
dc.subject.por.fl_str_mv |
resistance to the technologies Utaut distance education e-learning barriers to distance education corporate education. resistencia a la tecnología Utaut educación a distancia e-learning barreras a la educación a distancia educación corporativa. resistência às tecnologias Utaut educação a distância e-learning barreiras à educação a distância educação corporativa. |
topic |
resistance to the technologies Utaut distance education e-learning barriers to distance education corporate education. resistencia a la tecnología Utaut educación a distancia e-learning barreras a la educación a distancia educación corporativa. resistência às tecnologias Utaut educação a distância e-learning barreiras à educação a distância educação corporativa. |
description |
Although the resistance to the technologies is a frequent problem in enterprises, the researches in that area are fragmented, no-cumulative and rare in the literature. The objective of this research was to identify and analyze the main resistance dimensions to Distance Education (DE) in Corporate Education (CE). A theoretical structure that sought to explain the Resistance to DE in CE was developed and tested. The initial hypotheses were tested and the results showed that, in the researched sample, the dimensions Self-effectiveness and Effort Expectation influence direct and positively the Resistance to DE in CE, and the dimensions Effort Expectation, Facilitative Conditions, Interactivity and Communication are antecedent construct to the Effort Expectation. This study will help in the deployment and management of distance learning courses, especially in public sector organizations, including universities. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-12-18 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.fgv.br/rap/article/view/7147 |
url |
https://periodicos.fgv.br/rap/article/view/7147 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.fgv.br/rap/article/view/7147/5698 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Fundação Getulio Vargas (FGV EBAPE) |
publisher.none.fl_str_mv |
Fundação Getulio Vargas (FGV EBAPE) |
dc.source.none.fl_str_mv |
Brazilian Journal of Public Administration; Vol. 46 No. 5 (2012); 1367 a 1389 Revista de Administração Pública; Vol. 46 Núm. 5 (2012); 1367 a 1389 Revista de Administração Pública; v. 46 n. 5 (2012); 1367 a 1389 1982-3134 0034-7612 reponame:Revista de Administração Pública instname:Fundação Getulio Vargas (FGV) instacron:FGV |
instname_str |
Fundação Getulio Vargas (FGV) |
instacron_str |
FGV |
institution |
FGV |
reponame_str |
Revista de Administração Pública |
collection |
Revista de Administração Pública |
repository.name.fl_str_mv |
Revista de Administração Pública - Fundação Getulio Vargas (FGV) |
repository.mail.fl_str_mv |
||rap@fgv.br |
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1798943766106603520 |