Master Thesis in IT Management
EIK034
Empirical study of
Critical barriers of E‐learning
Team 16: Watinee
Sirinan Sopont
Tatiyakitti
ham
(wti 10001) and
makhun (ssn10010)
Tutor: Dr. Ole Liljefors
31 May 2011
Abstract
Date: 08/06/2011 Program: Master of Science in IT management Course: EIK 034 – Master Title: What are the barriers that lead to E‐learning failure in an organization? Authors: Sirinan Soponthammakhun Watinee Tatiyakitti Supervisor: Ole Liljefors Problem: What are the barriers that lead to E‐learning failure in an organization? In order to prevent the problem in an organization which is E‐learning is not popular used.Purpose: The purpose of this thesis is to identify and reason key barriers that lead to E‐ learning failure in organizations. To investigate and prioritize the most critical barriers for an organization need it is necessary to be considered and aware. The study is important and beneficial for organizations implementing E‐learning in order to realize and prevent E‐ learning failure in an organization.
Method: This research is a collection of data by of two different methods. The primary data comes from interview. And the secondary data is gathered from various reliable sources. Target group: The organizations engaging E‐Learning and the readers who study about and/or are interested in Information Technology and Information System especially in E‐ learning.
Conclusion: The research had gathered barriers of E‐learning from various perspectives. We have prioritized these barriers as following: the most important barrier that leads to failure of E‐learning is lack of organizational support; leadership, content and reward. The second is individual perspective; self‐motivation is an important key to bring successful to E‐ learning. The last barrier is from technological perspective which is to ensure the quality of LMS and continuous improvement of LMS to fit the organization.
In each perspective has the most critical barrier that leading to a failure of E‐learning for itself. So we should concern and solve the most important barrier which highly impact to failure of E‐learning in each perspective, if we can solve the biggest problem then the other barrier can be solved and make E‐learning successful in finally.
Acknowledgment
Master Thesis as this cannot be completed without considerable support and encouragement from various people who are truly important to be acknowledged.
First, the authors would appreciate to express gratitude to our thesis supervisor, Ole Liljefors, and Michael Le Duc who provided us insights and numbers of information on the E‐ Learning area, without their precious advices and inspiration this study would never be completed.
We would also thank to Somkid Waicharoen, Poramate Paisounthomsuk and Piboon Pipatphokakul who contributed their time and useful information during the interview of this research. Without their assistance, it would not be possible for us to accomplish the data collection to support our study and complete the thesis.
Special thanks are as well appreciated to our lovely families who continuously give us love, care, and support during stay in Sweden, our thesis mates that we spent all day and night writing this thesis together, our colleagues here at Mälardalen University who assist and criticize us throughout the study in IT Management program. It has been a great academic year.
Last but not least, the authors would glad and hope that the result of this study will be useful for those organizations interested in Information Technology and Information System especially in E‐Leaning. Sirinan Soponthammakhun Watinee Tatiyakitti Västerås, Sweden June 2011
TABLE OF CONTENTS 1. Introduction ... 1 1.1 Background and Rationale ... 1 1.2 Problem statement ... 2 1.3 Purpose ... 2 1.4 Limitation ... 2 1.5 thesis structure ... 3 2. Theoretical and Conceptual Framework ... 4 2.1 Literature Review ... 4 2.1.1 Definition of E‐learning ... 4 2.1.2 Learning Management System (LMS) ... 4 2.1.3 Influential factors for corporate E‐learning and Relationship ... 5 2.1.4 Barriers of E‐learning ... 9 2.2 Conceptual framework ... 15 3. Methodology ... 16 3.1 Research Approach ... 16 3.1.1 Choice of Topic ... 16 3.1.2 The chosen theories ... 16 3.2 Research Design ... 17 3.3 Data Collection ... 17 3.3.1 Primary data ... 17 3.3.2 Secondary data ... 20 3.4 Validity and reliability ... 20
4. Empirical data ... 22 Toyota motor Thailand ... 22 4.1 Company Background ... 22 4.2 E‐learning Background in TMT ... 23 4.3 Organization Perspective to E‐learning ... 24 4.4 Technological Perspective to E‐learning ... 25 4.5 Individual Perspective to E‐learning ... 27 4.6 Barrier of E‐learning in TMT ... 27 4.6.1 Organization barrier ... 27 4.6.2 Individual barrier ... 29 4.6.3 Technological barriers ... 30 4.6.4 Other barrier ... 31 4.7 E‐learning failure in TMT ... 31 4.7.1 Weakness and failure in organizational perspective of E‐learning ... 32 4.7.2 Weakness and failure in Individual perspective of E‐learning ... 33 4.7.3 Weakness and failure in Technological perspective of E‐learning ... 34 4.8 Identifying Barriers of failure ... 35 5. Analysis ... 36 Barriers lead to E‐learning failure in TMT ... 36 5.1 Barrier lead Failure in organizational perspective ... 36 5.2 Barrier lead Failure in individual perspective ... 38 5.3 Barrier lead Failure in technological perspective ... 39 5.4 Relationship between each critical barriers ... 43 6. Conclusion ... 44
7. Recommedation ... 46 References ... 47 Appendix: Interview questions ... 54
Figure Figure 1: Conceptual Framework ... 15 Figure 2: E‐learning Management in TMT ... 23 Figure 3: User interface of E‐learning in TMT ... 26 Figure 4: Trend of E‐learning result of TMT in 2007‐2009 ... 32 Figure 5: Competency Appraisal of TMT in 2010 ... 34 Table Table 1: The information of data method and collection ... 25 Table 2: Summary of analysis in organization perspective ... 41 Table 3: Summary of analysis in individual and technological perspective ... 42
1. INTRODUCTION
In this chapter, we introduce the topic and the background of the thesis. It also includes theproblem statement and objective. The Company background is briefly introduced in this section as well. Then, the limitation of this study is also presented with thesis structure. 1.1 BACKGROUND AND RATIONALE
Learning is a process to improve self‐development. In an organization, employee’s learning is crucial in order to improve one’s skill and to have a better understanding about one’s job. In traditional times, experts provide trainings. This method is very time consuming and sometimes costly (Kuhmann, 2007).
In this digital age, technology has emergerd into education. Face to face classrom interaction is no longer needed. With the help of internet, one can communicate and share information at high network speed also known as E‐Learning (Rosenberg M. , 2001).
So E‐learning has been introduced as new opportunities and alternative for training. It can be applied to an organization in order to "develop in teaching, learning and training” (Andrews & Haythornthwaite, 2007) and to achieve the goal of the organization. Kuhmann (2007) stated that if E‐learning would be widely used, it could save large amounts of time and money. E‐learning can help in development of employees in term of “consistency of message, flexibility of learning, availability of learning and monitoring of progress and performance” (McNeill, MRICS, & FInstCES, 2007).
According to the basic benefits of E‐learning mentioned above, a lot of companies have tried to apply E‐learning to their business but there are challenges and issues. How can an organization implement E‐Learning successfully? Therefore, there are several factors to be considered. Next section is going to show the selected company of this thesis for studying their current situation E‐learning.
E‐learning is also affecting Toyota organization. Toyota Company is strictly training employees including new employees, old employees until top managers to improve their employee skills such as in a topic of “Toyota Way”. In addition, Toyota also continuously develops their own program for training and provide course to their employees by using E‐ learning for more efficiency (Toyota, 2005).
Since Toyota exists all around the world but this paper will be focusing on E‐learning and training of Toyota Motor Thailand (TMT) only. Therefore, we assume for strategic question is:
“What are the benefits which organization can gain by knowing the barriers of E‐learning?” 1.2 PROBLEM STATEMENT
There are many barriers to the implementation of E‐learning which are related to organization, individual and technological issues. Many aspects indicate the E‐learning system with success or failure. In some organizations, E‐Learning had been implemented but not favorably used. The study includes why E‐Learning is not popular and what caused the failure of E‐Learning and environment. This interview result will find out the barrier that caused the failure in a company and make further recommendation for managing those barriers. Thus, the research question is generated as:
“What are the barriers that lead to E‐learning failure in an organization?” 1.3 PURPOSE
The purpose of this thesis is to describe and analyze key barriers that lead to E‐learning failure in organizations. To investigate and prioritize the most critical barriers for organization need it is necessary to be considered and aware by gathering from interviewees of Toyota Motor Thailand and literature review.
1.4 LIMITATION
We are interested to study in E‐learning within company but since Toyota is available all around the world and the information cannot gather from every single Toyota so Toyota Motor Thailand is primarily selected company for studying. The currently E‐Learning had been implemented but not favorably used. The study includes why E‐Learning is not popular and what caused the failure of E‐Learning and environment. Another of limitation is about limitation of time; we were given ten weeks in order to complete this thesis so we cannot gather enough information to make a case study thesis.
In additional, we try to choose the company that already implemented E‐learning but employees are not using provided E‐learning as it should be. Therefore we will focus on the critical barriers of E‐learning leading to an organization failure in E‐learning and we expect that our thesis can be useful to other researchers and related studies. In a quantitative project the importance of each barrier could be evaluated but this is only possible in a limited extent for this qualitative project.
1.5 THESIS STRUCTURE Introduction •Background •Problem statement •Purpose •Limitation •Thesis structure Theoretical and conceptual framework •Definition of E‐learning •Learning Managemt System •Influent factors for corporate E‐learning and Relationship •Barrier of E‐learning •Conceptual Framework Methodology •Qualitative Research •Data collection •Primary data ‐ Interview •Secondary data ‐ Textbook, Article, internet Empirical finding and Analysis •Organization background •Overview of E‐learning •Interview response •Barrier •failure Conclusion •Conclusion •Recommendation
2. THEORETICAL AND CONCEPTUAL FRAMEWORK
2.1 LITERATURE REVIEWIn this chapter, we introduce the theoretical framework of our thesis. Literature reviews of the concept that related to our topic. Conceptual Framework shows relationship among literature and can be a reference to a problem statement.
2.1.1 DEFINITION OF E‐LEARNING
There are many definitions exist by many authors. E‐learning is referred to teaching and learning by using communication technology and networked information. There are the online learning, virtual learning, distributed learning, network and web based in teaching and learning. (Naidu, 2006). Romiszowski (2004) has indicated that “E‐learning has included all activities in education with individuals or groups working, online or offline, and synchronously or asynchronously through networked or standalone and other electronic devices.” Marc Rosenberg recommends improving knowledge and performance by using of internet technologies via a broad array of solution. (Rosenberg M. J., 2001) he claims that has three criteria which are E‐learning is networked for sharing of information, E‐learning reach the user via computer and E‐learning is the global study than traditional classroom. Tom Kelly, Cisco describe that E‐learning is about information, communication and training. The learner expects to enhance their skills and knowledge for better work. Brandon Hall, emphasis in education that transforms to electronically for instance Internet, web browser or via multimedia platform such CD‐ROM or DVD. He has argued on using higher bandwidth when increasing number of users. One electronic magazine claims “E‐learning includes set of application and process such as web‐based learning, computer‐based learning, virtual classrooms and digital collaboration”. (Vandermeulen, 2011)
2.1.2 LEARNING MANAGEMENT SYSTEM (LMS)
“E‐learning is more effective when organizations use a learning portal or a Learning Management System (LMS) (Bernthal, 2007). Aldrich (2001) explained that “LMS have become a standard component of E‐learning technology” LMS itself was used to support and analyze learning transaction which focuses on assessment of learning outcomes and “relationship of outcomes to investment” (Aldrich, 2001). Learning Management System (LMS) is a set of tools provide for supporting E‐learning process and helping to increase course web support at right time and right format (Jenzabar, 2006). Clarke (2006) mentions that LMS “is web‐based and very easy to use” its implement for recording and managing the training activities LMS provided learning activities, register, record personal learning
activities such as attendance and “maintain personal learning plan” (Clarke, 2006). Barchino (2005) discussed that LMS is “an implemented computer system on Internet/Intranet servers” used to user's management, administrative management can track employee activities and “Management of the communication tools” manage forums, e‐mail, videoconference, chat, etc of users (Barchino, José, Gutiérrez, & Otón, 2005). LMS is also able to eliminate location, give more facilitate to learning task, all data is stored in text files which is readable and question of examination provide in multimedia with images, video, archives flash, sounds, etc. make it easy to understand while using (Barchino, José, Gutiérrez, & Otón, 2005). Ellis (2009) also showed that LMS is a software application used to manage about reporting of training events, tracking and administration. Ellis (2009) also showed that LMS is a centralize and should be able to use in automate administration function, faster to access learning content, scalable web‐based platform, self service provide 24 hours 7 days to access learning over internet, portable support, standard and allow to reuse of knowledge (Ellis, 2009). There are 3 groups that will use LMS; administrator, instructor/teacher/trainer and student/employee/trainee.
2.1.3 INFLUENTIAL FACTORS FOR CORPORATE E‐LEARNING AND RELATIONSHIP
Learning organization is a way to enable employees to increase abilities of various innovations and efficiently achieve objectives (Zamfir, 2007). The role of Information and Communication Technology (ICT) could be used to facilitate users towards using technologies for teaching and learning. ICT increases individual performance in industry and could be used for training to ensure employee’s necessary skills to use the available system. E‐learning is one of the popular ways of facilitating such skill development training (Annansingh & Bright, 2010). Since rapid technological advancement, E‐learning plays a key role of knowledge based service that could affect the organizations in order to support a new way of learning for their employees (Kravcik, 2004). Zamfir (2007) indicated that “cognitive domain, focused on learning about learning, both as individual and as organization, imply information technology and two effects of it: diversity and globalization”.
There are several articles that study about the factors of E‐learning. From the research, major impact of E‐learning in organization has been found and can be categorized into three main factors which are namely technological factors, individual factors and organizational factors. The next part is going to explain the details of each factor of E‐learning.
• TECHNOLOGICAL FACTORS
Technology in E‐learning known as web‐based learning is another channel of learning, which provides
1) Real time communication (Synchronous technology) such as instant message, audio/video conferencing.
2) Anywhere and anytime (Asynchronous technology) to access the courses over the Internet or intranet (Huffaker, 2003).
As we know that technology is developing, well management and well understanding of the change of technology are necessary in order to perform E‐Learning effectively (Minton, 2000). This is an important key to success for E‐Learning in the organization.
• INDIVIDUAL FACTORS
There are many factors influencing E‐Learning. Martinz, Bosch, Herrero, & Nuno (2004) stated that the characteristics of the simulation environment could affect the learner’s e‐ learning level, supported by Hedman & Kalling (2002) said that learner’s technology skills play as one big role in the environments factors. Hence, this concept can be related to the barriers for adopting new technology. They state that the organization should support the E‐ learning about program and training for good learner of employee.
Guglielmino & Guglielmino (2001) illustrated that taking the self responsibility for his or her own learning is another crucial factor that assist the staff to become an effective learner. Speaking from the view of the responsibility, it is including of identifying what, when and how to be learned. Tennyson (1981) explained the definition of self responsibility as the process where leaner procures the initiative, with or without the assistance of the organization (Self‐directed leaning). The traditional learning process has limitation of learner control over the learning decisions. Plus Milheim & Martin and Brown have the opinions in the same line as that E‐learning provides learners with a great degree of control over their learning by not only allowing them the choices for method, timing and location but also content found that learner control was a strong predictor of learning acquisition in a learning program. McKeachie, Kinzie & Sullivan and Morrison, Ross, & Baldwin all have the same direction toward the leaner’ s control in the e‐learning matter as that based on the previous researches showed that learning outcomes are better when the learners are empowered with the responsibility and the freedom. However, in order to create and maintain the learner’s control or environment. Some research declared that the better learner attitudes also come as a result when the learner’s control is increasing (Hannafin & Land, 1997).
According to Gilroy and Baldwin, Magjuka, & Loher (2001) claimed that the powering control has been shifted from instructor‐centered to leaner‐centered pedagogical approaches, thus, leaner will become more responsible and more empowered as they are counted as an important elements that deliver the information and experiences sharing to be happened inside the organization. Based on Morrison, Ross, & Baldwin and Schiefele (1992) referred to the previous study showed that the trainees who empowered had a greater motivation to learn and provided a better leaning performance than those trainees who had no controlling power. Some researcher come with a conclusion that the leaners will become an effective learners when they are provided the self’s controlling which come in term of program content, location, mode and timing, thus the learner will be more motivated and generate better performance of learning (Martocchio, 1992).
Moreover, the expectancy theory of Vroom suggests that motivation is also related to needs, capabilities and rewards. Klien, Noe & Wang conducted the study which concluded that there are many implications for the design of blended learning and creating conditions to ensure that learners in blended learning environments are motivated to learn. Hickey also explained a content‐specific motivational characteristic composed of intrinsic feeling‐ related and value‐related valences, added by Sankaran & Bui, (2001) and Lim, Morris, &Yoon (2006) discussed that the satisfaction is one of the factors that is relevant to the learner’s learning effective also.
Huett, Moller, & Young, LaPadula and Lim & Kim commented that motivation is classified as an individual variable which is affected by context and shaped by organization’s internal factors (beliefs, values, goals, desires, expectations and preferences) also to understand how motivation is affected during the learning process is critical in order to improve the leaner’s performance. Several researches all stated that computer self‐efficacy is one of the crucial factor that assist the e‐learning as it could influence task choice, the persistence or perseverance when faced with barriers, behavior, motivation, performance, attitude, outcomes expectation, success or failure (Compeau & Higgins, 1995), (Bandura, 1986) and (Cassidy & Eachus, 2002).
Davis, Bagozzi, & Warshaw suggested three factors of e‐learning perception which are learner’s control; leaner’s confidence and leaner’s motivation. Each of the factor help leaner comfortable with the e‐learning mode and fits in each leaner individual’s style. Hence, according to the learners’ perception, learner’s confidence and efficacy are important factors of the adoption and acceptance of e‐learning as an effective mode of learning. Cognitive aspect: cognitive factors are perceived as a core issue in e‐learning that are related to knowledge and commitment of management as well (Fickman, 2000).
Hedman & Kalling (2002) explained more in detail about diffusion model, which can be applied to knowledge and learning transmission in organization. Nevertheless, individual has different learning abilities to adopt and diffuse new technology. Thus, it was a period of times requires for people, process and also operation of management in organization. Numbers of cognitive researchers found that learning is perceived as an active process of transforming experience of individual different into organized concept (Natasa et al, 2008). Therefore, learning is the fundamental factor of creating competitive advantages for organization.
Kalling (1999) stated the 4 stages of learning process in cognitive as following
Strategic learning, at this stage, employees will gain strategic knowledge and motivation to access recent learning technique; Functionality learning, next stage, the trainees will access an internal and external knowledge for self development by using the e‐Learning; Resource learning , at the third stage, it is the period of individual experience which is critical important to practically using e‐Learning; Usage learning, the last stage is called usage learning phase, the trainees will understand how the e‐Learning can improve activities and work ability in individuals prospective.
• ORGANIZATION FACTOR
Organization factor will mostly concern about 1) culture and 2) management within the organization. 1) Culture factor have to setup it is essential element to control and provide for employees and management team to make them thinking in the same way and easy to achieve the company’s goal. Hedman and Kalling (2002) stated that equally both culture and “knowledge is important to be able to use new tools and technologies”; we will assume that this new technology mean E‐learning technology. Norms and value play role as management (Hedman & Kalling, 2002, pp. 246‐247). 2) Management concerns in terms of clear organization structure, strategy planning, appropriate selection; training & staff development, workflow of organization and job description. A part that can gain competitive advantage; management team need to “develop a highly skilled workflow”. To increase performance improvement, some organizations introduced E‐learning and offer to their employees because they believed that E‐learning can effectively increase knowledge and understanding (Macpherson, 2006).
Since we found from literature review there are three factors which are technology factor, individual factor and organization factor which could be influential to the use of E‐learning in organization in both positive and negative aspects. Next section is going to introduce barriers of E‐learning.
2.1.4 BARRIERS OF E‐LEARNING
The relationship of barrier in E‐learning could be the lack of capability to use computer and lack of knowledge to use E‐learning technology. According to lack of knowledge could present that there is less access to Information Communication Technology which means it decrease knowledge base in organization that will effect to organizational relationship and individual in negative way (Muilenburg & Berge, 2005). The section is discussing the barriers of E‐learning.
There are different researchers from literature review claimed about barriers of E‐learning from different perspectives and there are some perspectives we could mostly find the similar information in various sources of article. For instance, Annansingh and Bright (2009) stated that barriers of E‐learning directly affect to “Time” refer to available time of learner, “Technology” refer to ensure appropriate E‐learning system, “Resistance to change” refer to learner prefer traditional classroom and “Capability” refer to the use of technical ability. Mungania (2003) claimed that four significant barriers of E‐learning are “Organization type” refer to culture, “Self‐efficacy”, “Computer training” and “Computer competence”. Another researcher Kravcik (2004) said critical success factors for corporate E‐learning related to “Organizational factors” is about mission, value and culture, “Pedagogical Factors” refer to quality of content and “Technological factors” is about ensuring system integrity. According to literatures review, most of the researchers is discussing around the barriers of E‐learning in the organization and can categorize them as three main barriers below which could be covered all concern organizational perspective: 1) Technological barriers to E‐learning 2) Individual barriers to E‐learning 3) Organizational barriers to E‐learning
In additional, we are going to discuss in detail of each barrier above and the relevant elements involve to three main barriers which we found from literature review as below.
• TECHNOLOGICAL BARRIERS
According to literature review, in technology barriers part could be separated in four perspectives which are Learning Management Systems, connectivity problem, design tool barriers and lack of technological support.
1. LEARNING MANAGEMENT SYSTEMS (LMS) QUALITY
According to LMS in general, it is an overall process of using E‐learning. Technological barriers are that need to 1) ensure system integrity is very important because sometime technical problems occur in the E‐learning tool itself. 2) “E‐learning is not fully supported by the LMS” 3) “The LMS is low quality” (Mungania, 2003).
2. CONNECTIVITY PROBLEMS
Cashion (2002) indicated that reliability of hardware running the E‐learning system is a major barrier so well manage in hardware infrastructure must be considered. He referred to connectivity issues are most commonly explored in technology barrier; connectivity has to be fast response the interactive between server and user (Cashion & Palmieri, 2002). Omidi, Hosseini, & Moghadasi (2008) also said that technology barriers must consider about proper equipment, hardware, software and infrastructure. And Mungania (2003) also claimed as well as Cashion & Palmieri (2002) that “Connectivity seemed to be a major barrier”.
To access online learning via internet, the appropriate bandwidth is required in E‐learning system because the bandwidth limitations will be barrier may cause the delay of accessing web‐base make slower performance for downloading, accessing graphic, sound, and video, “E‐learning programs are too static” and “confusion about technology” (Vandermeulen, 2011). If mentioned about Internet as we know that internet could be a core technology of E‐learning in some cases such as “Internet failure especially when taking the exam tests due to Internet problem” (Mungania, 2003). And sometimes E‐learning program fails for example, a user has already registered to take course but in fact the course did not start claimed by (Annansingh & Bright, 2010).
Provide the necessary software and hardware for supporting the learner interaction such as webcam, headset, printer, scanner etc. (Kravcik, 2004).
3. DESIGN BARRIERS
Kravicik (2004) stated that proper instructional design, development of Interface must be friendly and easy to use include navigation, help tool, enable user to start/pause/resume course and arrow up/down for selecting and plays their lessons. He also showed “Designing new authoring tools that allow teaching practitioners to easily modify materials selected from a repository of learning objects and sequence these materials” (Kravcik, 2004).
The Quality of program content or quality of course content, environment of examination, list of content available (Weaver, 2004). Hawker (2004) claimed that to make more quality of E‐learning, the company could design to use TV as a media to teach people because TV
can handle more people than PC. He also indicated that E‐learning should have tool for tracking what users watch, and how long they take in session (Hawker, 2004). 4. LACK OF TECHNOLOGICAL SUPPORT Sometime it is a lack of training or knowledge how to use tool or product of E‐learning so user cannot optimize the tool. Some function may be difficult to some users and lack of help such as registration function process (Mungania, 2003).
Romiszowski (2004) presented that configuration question and general technical services have to provide for a technical support. The researcher also stated that “Identify user’s individual technical abilities and familiarity with the technology” (Romiszowski A. J., 2004).
• INDIVIDUAL BARRIERS
Phillips (2002) stated that there are many barrier individual factors for internal context of personality. He claims about the most possible barriers are lack of time, low interest in subject matter, low motivation for learning, poor self‐study, ability skill, poor time management skill and resistance to change. Some authors state that the factors of withdrawal student include individual motivation, personal circumstances and technology. He also notes that student experience, lack of tutor feedback and poor of communication online is the significant factor for failure of E‐learning (Jones, et al., 2004). These mentioned factors can be influential to the using of E‐learning concern on individual factor. The follow will describe some barrier factor of some argument author. 1. LACK OF TIME Some researcher stated the importance of time factor. Moreover, the increasing workloads employee cannot spend time to learning in workplace or employees did not pay attention to learning due to job assignment. And also when stay at home; it is difficult to devote time to e‐learning because of family distraction (Ali, E, Magalha, & R, 2008). 2. RESISTANCE TO CHANGE Many learners like traditional study more than E‐learning so it is the reason of resistance to change. Horton (2002) claim that learner prefers a standard lecture and tests course. Harvard business school shows that the percent of learner select instructor‐led training than learn using computer. The factor that makes learner resist is “lack of understanding a perception that costs outweigh benefits” and “fear of failure inadequacy”. The large criticism is social interaction between instructor and learner. Kruse claimed that interaction
cannot duplicate via communication technology. The organization culture can solve the resistance to change on part of E‐learner (Simmons, 2003).
Vandermeulen (2011) claimed that ability to accept the change because of initiate the use of E‐learning and personal ability to access technology is important. He also pointed out some training need personal touch not in E‐learning course.
3. LACK OF CAPABILITY
The capability means the skill that shows the important barrier of effective E‐learning focus on technical ability. Piskurich argue that technical capability is not most important factor. The most significant is capability for independence, self‐direction and self control in learning (Piskurich, 2003). Moreover, Mungania also state that behavioral skills are important for learner such as responsibility and management skill. (Mungania P. , 2003). Another researcher said the same thing that “Knowledge and skills have a direct impact on using e‐ learning” (MacDonald, et al., 2001).
• ORGANIZATION BARRIERS
There are many researchers who explore the organization barriers in many perspectives. In this thesis, we gather the information from literature review and can categorize organization barriers in five perspectives which are culture barriers, financial barriers, barrier of management support, and lack of credit or certification after completion and lack of time for managing to study.
1. CULTURE BARRIERS
McLoughlin (1999) stated that “the need to ensure the coverage of every culture is important in the beginning of adopting an instructional design model”. Research indicates that organizational culture plays an instrumental role in e‐learning. Edmundsonm (2007) presented that “Cross‐cultural challenges are a part of today’s life. If teamwork is involved, cultural differences between team members can lead to violent crisis”.
To encourage E‐learning, Masie’s (2001) pointed out that developing organizational culture need to consider for effectiveness of E‐learning so we believe that cultural barrier could hamper E‐learning in organization, decide a lot about e‐learning climate and opportunities in the organization. Macpherson (2004) and IOMA (2001) showed that culture barriers could be resistance of employees for initiating use E‐learning technology.
Another culture barrier is language issue because different countries use different language some researchers indicated that knowing English would be common language for E‐learning technology or English know as secondary language (Hunaiyyan, 2008).
One more point is about “Convincing managers to encourage and support employees to study rather than discourage them from doing so” According to this statement we could applied to the management should support, encourage and motivate their employees of using E‐learning (Sivan & Sela, 2009).
2. FINANCIAL BARRIERS
A critical issue is the perceived cost of e‐learning implementation versus the investment and time out for the business to considering (Clayton, 2009). Organization has to be able to control and track cost and cost could be direct cost, predict indirect cost and “opportunity costs for current training options” (McGraw, 2001).
Vandermeulen (2011) stated that maintenance cost is about to maintain hardware, software and infrastructure of E‐learning environment. Cost of to initiate E‐learning technology implementation , cost for developing course content and cost of new technology implementation to E‐learning. Borotis & Poulymenakou, (2004) also stated that cost of maintenance the equipment and “continuing e‐learning projects needs investment”.
3. BARRIERS OF MANAGEMENT SUPPORT
The support of senior manager in a large company for learning was seen as the key facilitator to get the greater extent. Support of the company by a senior manager in the large company is an expressed (Doyle, 2008). He also points out the organization supportive such as management support, content and reward need to consider.
Phillips (2002) mentioned that organization level has lack of reward structure it means that the organization has low managerial support so organization should have some strategy for motivation to their employees to use E‐learning. He also discusses about poor course design, some contents have a lot of theory and not much in real‐life application. The quality of learning environment, equipment is poor and failure Internet training. Phillip (2002) also claims slow response time between trainer and trainee because sometimes they are using e‐ mail to communicate to each other.
Another researcher Greenagel (2002) concerns the same with Phillips (2002) in topic of design course should well manage in course structure, sequence of content, not complexity and study guide should provide in personal profile and also allow user to share their
experience, allow users to send a private message to other employees or whole class etc. Course content must be based on learners’ and organization’s objective (Greenagel, 2002). McGraw (2001) discussed to give the list existing learning content is necessary which is related to company’s business strategy and also continue to develop new material (McGraw, 2001). Lack of continuous process improvement of Management does not support user continuously (Romiszowski A. J., 2004). William (2002) presented management should provide feedback tool and methodologies for self‐evaluation, able to review anytime for attending course, re‐learning is allow, examination score and re‐exam in case of failed (Williams, 2002)
4. LACK OF CREDIT OR CERTIFICATION AFTER COMPLETION
Management is not convinced on the quality of online degrees as the same as traditional degrees. While employee completed a course and even showed a score of 100%, it did not say that the employee received credits for it (Mungania, 2003).
5. LACK OF TIME TO STUDY
Mangania (2003) stated that the multiple responsibilities lead to interruptions during study and limited time for study. Training time has traditionally been reserved but the asynchronous nature of E‐learning. The prerequisite knowledge and skill are necessary to participate in E‐learning. A time management skill is essential.
The barrier is associated with gender, the gender of the students was associated with a lack of interest for E‐learning, as well as a lack of time to use E‐learning rather than female respondents that fee they do not have enough time (Vrazalic, et al., 2009).
This factor concerns the respondents’ perspectives on a lack of time in workplace causes barriers to online learning (Muilenburg & Berge, 2005).
2.2 CONCEPTUAL FRAMEWORK
The conceptual framework illustrates how research will be conducted. From the study, the critical barriers can produce in many aspect and criteria. Thus the firms will get some concept for enhance E‐learning and become successful. Barriers concern Technology barriers Individual barriers Organization barriers Success E‐learning Figure 1: Conceptual Framework Source: Own illustrate In order to be successful of E‐learning companies it is needed to consider the barriers of E‐ learning. There are three major barriers which most of the researchers are discussing consist of “technology barriers”, “individual barriers” and “organization barriers” (Kravcik, 2004). The technological barriers have components such as ensuring system, maintenance, connectivity, support, learning management system and flexibility. The second individual barriers consist of personal skill, motivation, acceptance, communication and self learning. The last, the organization barriers has element such as mission, vision, culture, planning and leadership management (Kravcik, 2004). These are barriers lead to E‐learning failure and could hinder success of E‐learning for organization. The relationship of barriers in E‐learning combined a review of research.
3. METHODOLOGY
In this chapter, we discuss a qualitative approach methodology. The primary data will be collected by interview and secondary data is collected by multiple sources such as textbooks, articles, and internet sources. In this part, research approach, research design, data collection, validity and reliability in our research will be described. 3.1 RESEARCH APPROACH
In this section, we distributed research approach into two parts; choice of topic and the chosen theories, in order to present the reason of topic selection and show relation of the chosen theories. 3.1.1 CHOICE OF TOPIC
We choice this topic because we are interested in E‐learning and E‐learning has been growing continuously for several years and has been mentioned in many researches. However, we have found the various results of using E‐learning on success and failure in organizations. The organization that achieve on E‐learning can gain the competitive advantage. Thus, our interest is focused on the organization’s perspective, to consider the factors, causes, and consequences of both successful and unsuccessful E‐learning. In order to achieve our objective; the barrier of E‐learning in organization is studied. We would like to study the experience of E‐learning in the organization and find out the critical barrier in the company. TMT is one of the large organizations that has been implementing E‐learning for several years. Our study will attempt to understand a link between the people’s experiences and the current situation of TMT’s E‐learning
The main context of this thesis provides E‐learning experience and barrier cause in TMT. We study only one company because TMT has implemented E‐learning widely in many areas. We also analyze the data from both primary and secondary sources. However, due to the limitation of time, case study is not included in this Thesis.
3.1.2 THE CHOSEN THEORIES
For problem statement, various concepts and theories are reviewed. First, we gathered the concepts of e‐learning through several definitions in various aspects of research. Then, learning management system is considered as a part of E‐learning. According to literature review, LMS is also another important concept, since some researchers said that LMS has become the standard of E‐learning technology for managing E‐learning in companies.
The influenced factor for corporate E‐learning and relation is also selected. We considered through several articles and found the various factors that impact E‐learning. We scoped down and categorized the critical factors and build up each relation. The topic of factor will describe the overall factor that influence E‐learning and relate to the topic of barrier. In the topic of barrier, we review from different researches and illustrate the elements on each barrier. The relation of barrier will relate to the relation of the factor.
3.2 RESEARCH DESIGN
The research design, when we start to create research methodology. There are two types of researches which are a quantitative research and qualitative research (Fisher, 2007)
Quantitative research is used for a large‐scale survey to produce statistics for measurement of the result. This method can be applied in questionnaires or structured interview. This type of research is conducted on a large number of people, however, it requires shorter contact period than qualitative research. This research is a numerical measurement and gathers data for analysis with accurate result.
Qualitative research is used for finding the attitude, behavior and experiences by interviewing on focus groups. It emphasizes on understanding of situation without statistical measurement. This research type tries to reach in‐depth opinion from associate. This information can have different ideas according to people perspective. To understand the E‐learning experience on organization, individual aspects of events are important for us. Thus, for this research, we choose the qualitative approach for interpretation of the factors, and the background of business and process of E‐learning in TMT in depth with primary and secondary data collection. (sanchez, 2006). 3.3 DATA COLLECTION
The data collection can be collected from both primary and secondary data. The primary data is a beginning data collected at hand and the secondary is a relevant data for particular purposes (Fisher, 2007). We planned to gather both types of data in this research in order to answer the research problem. We can gather the data by using many kinds of research methods. The Fisher book (Fisher, 2007) is used as the principal guide for our research.
3.3.1 PRIMARY DATA
The primary data is the data that is collected at hand by the authors. The basic methods of collecting are field research, content analysis, survey research and experimental (H. Dan,
are three methods for the interviews; open interviews, pre‐coded interviews and semi‐ structured interviews. Open interviews are an unstructured interview. This type of interview is open and straightforward for the respondent. The informal conversation is used during the process of interviews. The respondent will lead the direction of the interviews. Pre‐ coded interviews are controlled by the researchers. The scripts and logical questions are handled by the interviewer. Semi‐structured interviews employ both open interviews and pre‐coded interviews in the process. The interviewer has a schedule to remind on the main issues while the respondent can answer the questions freely (Fisher, 2007). In this research, we have conducted semi‐structured interviews to complete our research results. The main issues are conducted by an interviewer for examining the experiences and present circumstances of the interviewee.
Moreover, in this research, we planned to do the interview via E‐mail and telephone, which are practical for us in terms of cost saving, distance and convenience for both the respondent and interviewer. Our three main respondents for our interviews are the current employees for TMT. Our respondents are in the position of administrator (HR department), manager supervising E‐learning system (HR department) and user of E‐learning system. The first two persons are working and taking charge of the E‐learning system directly in Human Resource Department, and the last person is the user who is the representative from another department. For the additional information, we can keep contact them via the phone. We employ the interviews as the main method for primary data collection because it is better than questionnaire. We can get the research results in qualitative aspect or in deeper comprehensive information. In addition, the interview can educate the interviewer on how E‐learning help managing the organization in various aspects. Also, we can learn more about the company’s background in details. Moreover, we can know the obstacles of barriers which discourage users in using the E‐learning system and cause E‐learning failure, which is our main research topic area.
• INTERVIEW As we have selected semi‐structure interview for our research method. We formulate the questions scope following the conceptual framework. We put the focus and start from the background, overall of E‐learning system, outcome, the barrier factors and failure that occur in the organization.
No. Name Position Department Interview 1 st interview date 2nd interview date
1 Somkid Waicharoen Manager
Human Resource Development Department
E‐mail,
Telephone 5‐Apr‐11 18‐Apr‐11
2 Poramate Paisounthornsuk senior supervisor
Human Resource Development Department
E‐mail,
Telephone 5‐Apr‐11 18‐Apr‐11
3 Piboon Pipatphokakul Assisstant manager
Information system
E‐mail,
Telephone 5‐Apr‐11 18‐Apr‐11
Table 1: The information of data method and collection
Source: The authors
The interviewees are working for TMT. The first interviewee, Mr. Somkid, has been working for TMT for many years. His position is a manager in Human Resource Development Department. He is responsible for Developing Training Program, especially for E‐learning project. The interview questions for Mr. Somkid is mainly about general information of E‐ learning in order to understand its background and planning process. This will show his opinion of the most important factors for E‐learning’s barrier in TMT and cause of failure. The second interviewee, Mr. Poramate, has been working in managing the system. He is a senior supervisor (HR Department) who cooperate the overall tasks together in managing and evaluating the results of E‐learning system training program. Mr. Poramate was asked on how E‐learning works within the organization. We also ask the same question with manager about the opinion of important barrier that cause to failure. According to the last interviewee, Mr. Piboon, has been working for Information System Department. His task is generally about system’s implementation. He is one of E‐learning system users. Thus, the question is about his feedback on this system usage/ access. All of them are asked with the same standard question on what the critical barrier that causes failure of E‐learning are. We decided to interview three persons in different position in order to acquire multidirectional perspectives such as the general information on planning from manager’s point of view, in‐ depth information from administrator and feedback from a user. Moreover, we decided to make the interviews twice. For the first interviews, we would like to know the overall scope of E‐learning project in details through E‐mail. For the second time, we wished to obtain more information and in‐depth details by phone interview, which relates to literature
review and conceptual framework. All questions were based on the theories in accordance of background and factors to assure that we can get the relevant and potential data for analysis part. The second interview questions were used for respondents for more understanding in our study.
3.3.2 SECONDARY DATA
The secondary data is specified by the previous data collection from various sources or databases. This data has already been collected by other researchers for particular purposes which are different from ours. The secondary data can be derived in various formats of academic literature such as articles, online materials, journals, newspapers and books for supporting the research project. The benefits of using secondary data is to prevent duplicate work as well as less cost saving and less time‐consuming than primary data collection (Scot Ober, 2008). However, if secondary data materials are ambiguous, the research may take longer time to complete. Thus, the selected data should be related to research topic area (Fisher, 2007). • KEYWORD In this research, the secondary data is the literature that is related to the E‐learning system as well as general information of TMT. We collected data from many sources for instance the MDH’s library & databases and online sources. Our main sources are relevant to the E‐ learning issue. In order to comprehend the overview of research topic, we focused on environmental factors on E‐learning within the organization. Moreover, we used Mälardalen University electronic library as main tool for reliable sources such as Emerald, Google Scholar through the potential keywords; E‐learning, Barrier factor, Failure factor, Success factor, and etc. Furthermore, information from TMT is also useful in terms of background, environment, and experience from news, websites, and journals. This information is used to increase the reliability of information. 3.4 VALIDITY AND RELIABILITY Validity determines if the research is truly measured or not, this aims to measure or test on how the research results are truthful (Joppe M., 2000). Validity emphasizes on security using various sources of evidence. Moreover, the results of research should be generalized by the research (Yin R. K., 2003).
Reliability defines to extent results consistency and accuracy. We can consider that the research is reliable when the results of study duplicate in similar methodology (Joppe M., 2000). Moreover, the aim of reliability is to reduce the errors and prejudices in research. In
other words, the different results show that the research contains low reliability while the repeated same results show high reliability. Thus, the procedure of research is important
(Yin R. K., 2003).
To collect the valid information, we gather both primary data and secondary data from multiple sources. The primary data is collected from TMT. The interview questions are set up from theories of textbooks and articles based on theoretical data. The semi‐structure interview is used for this research because this method can conduct the interviewee to show their opinions freely. We choose the interviewees who have been working for TMT for many years. Those interviewees acquire more experiences and involve with E‐learning system directly because the first two persons are working in Human Resource Department who are responsible to E‐learning system directly criteria sampling. They are used to this system well since the E‐learning’s establishment. The last person is the user who is the representative from another department. We also have standard question about what significant barriers are and let them rate the important degree for each barrier factor impacting to failure E‐learning of the organization. Moreover, we will compare and use the same answer of two out of three persons in same question because these can normally show which factors are obvious (in the same way) to support the reliability. Nevertheless, for the primary data, we also generate the interviews information in both English and Thai language in order to get the accurate information. Then, we translate and analyze in English version after getting the research results in Thai. Thus, the data of interview is considered reliable. For the secondary data, we use many reliable sources such as textbooks, articles and journals. We examine for each source in order to get the certain and precise data. As a result, both of our primary and secondary data are reliable for our research project.
4. EMPIRICAL DATA
The following data is based on the interviews with three participants from TMT in order to find out what are the critical barriers in several viewpoints.TOYOTA MOTOR THAILAND
4.1 COMPANY BACKGROUND Toyota Motor Thailand Co., Ltd. (TMT) is the largest automobile manufacturer in Thailand. It was established on Oct 5th, 1962 and the current capital investment is about 7,520 million baht (US$ 190 million). Toyota Motor Thailand has 3 automobile manufacturing plants including Samrong Plant (commercial vehicles, production volume 250,000 units/year), Gateway Industry Plant (passenger cars, production volume 200,000 units/year), and Ban Pho Plant (commercial vehicles, production volume 100,000). Total capacity of these 3 plants is approximately 550,000 units per year. Also, Toyota Motor Thailand has imports and exports vehicles and parts to over 140 countries around the world. In 2007, Ban Pho Plant was established in Chachoengsao Province to meet the increasing demand of commercial vehicles domestically and internationally with a capacity of 100,000 units per year. Moreover, Ban Pho Plant marked the flagship of Sustainable Plant growth for Toyota Motor Thailand.Toyota Motor Thailand’s Head Office is located in Samrong Tai Sub‐district, PhraPradang District, Samut Prakarn Province. Toyota Motor Thailand has a Bangkok office to support in business in sales, after‐sales services, and public relations. The Bangkok office is supported to 119 dealers with 319 showrooms in Thailand. The Bangkok office is located at CRC tower All Season Place, Pathumtani District, Bangkok. The number of employees is 13,500 persons (Toyota’s website 2011). Toyota Motor Thailand has divided the operation into 6 main divisions including marketing, production, technical, administration, special unit, and Toyota institutes. Based on the type of business, the employees in the company can be separated into 2 types. They are the white collar and blue collar. It represented the production line staff and non‐production line staff. The production line staff is the person who works in manufacturing plant to assemble the vehicle. The non‐production line staff is the person who mostly works in office area. There are around 9,500 employees working in production line staff and 4,000 employees working in non‐production staff (Interviewed with Piboon, 18 April 2011).
4.2 E‐LEARNING BACKGROUND IN TMT
In 2004, Mr. Vichien Emprasertsook (Executive Vice President) recognized the importance of E‐Learning in Thailand’s education system. His aim was to use the tool to improve the training operation in the company. Later, Human Resource Development (HD) department started E‐Learning project. (Interviewed with Somkid, 18 April 2011)
As HD department’s responsibility is to deliver knowledge to all employees, E‐Learning has been selected to be one of the communication channels between TOP management and
employees (Interviewed with Somkid, 18 April 2011). Figure 2: E‐learning in TMT TOP management Human Resource Development Department Training Classroom E‐learning Employees Management Source: the authors
TMT defines E‐learning as: self‐study by PC accessing through the company internet network. HD department promotes E‐learning in the concept as “Learning in Anywhere and Anytime” (Interviewed with Poramate, 18 April 2011) Somkid defined the online learning as a mobile system where learning not only in the class but anywhere at any time. The E‐Learning has benefited the company in two ways. The first was motivation. Employees were able to create a self‐study environment. Next was 24/7 study channel. Employees were able to select the time and course as they wished (Interviewed with Poramate, 18 April 2011). Looking at it, E‐Learning is an important tool to an organization (Interviewed with Somkid, 18 April 2011).
4.3 ORGANIZATION PERSPECTIVE TO E‐LEARNING
Culture
TMT practices the concept of “KAIZEN” which means continuous improvement. The “KAIZEN” concept is applied in all area such as daily operation, process operation, cost reduction and employee’s skill improvement (Interviewed with Piboon, 18 April 2011). E‐Learning was introduced as a voluntary based for the employees. There are no intentions of either pushing or forcing (Interviewed with Poramate, 18 April 2011). Reward The organization promoted E‐Learning system via e‐mail and intranet. In every month, the courses were replaced. One of the techniques to motivate the employees is by rewarding. Small gifts like USB‐Drive, Headset and etc. were given to the first five employees to complete the studies. (Interviewed with Poramte, 18 April 2011)
Though at the beginning stage, certificates were given to the employees upon completion it was not practice later. (Interviewed with Somkid, 18 April 2011)
Evaluation
Toyota Motor Thailand focused on the system and improvement of employee’s knowledge. The assessment of employee is conducted before and after the testing of E‐learning. The organization can evaluate the skill of each employee. However, they had no intention to evaluate employee’s knowledge in host department. (Interview with Somkid, 18 April 2011).
