Theses and Dissertations

Date of Award

2014

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler School of Education

Advisor

Judith Merz

Committee Member

Anymir Orellana

Keywords

Computer Self-Efficacy, E-learning, Government Employees, Online Training, Self-Directed Learning

Abstract

Relationship of Computer Self-Efficacy and Self-Directed Learning Readiness to Civilian Employees’ Completion of Online Courses. Joan M Lenahan-Bernard, 2014, Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Computer Self-Efficacy, Self-Directed Learning, E-Learning. This study investigated the relationship of computer self-efficacy (CSE) and self-directed learning readiness (SDLR) to civilian employees’ completion of online courses. A mixed methods design was used to answer five research questions: What is the relationship between CSE and federal civilian employees’ completion of online courses? What is the relationship between SDLR and federal civilian employees’ completion of online courses? What do civilian employees identify as the relationship between CSE and SDLR and their decision to complete or not complete online courses? What do civilian employees identify as the relationship between the workplace environment and their decision to complete or not complete online courses? What results emerge from comparing quantitative data and qualitative data regarding the relationship between CSE and SDLR and civilian employees’ decisions to complete online courses? Ninety-eight civilian employees completed the Self-Directed Learning Readiness Scale (SDLRS) and the Computer Users Self-Efficacy (CUSE) Scale. Archival data were used to measure course completion. Descriptive and inferential statistics were used to determine the relationship of CSE and SDLR to the completion of online courses Interviews were conducted to obtain insight into the relationship between CSE and SDLR and civilian employees’ decision to complete online courses. Qualitative data were organized according to the principles of SDLR theory and themes. A merged data display shows responses aligned with questionnaire scores and completion status. Findings showed no statistically significant relationship between the percentage of online courses completed and CSE (r=.04, p=.72, N=98) or between the percentage of online courses completed and SLDR (r=-.15, p=.15, N=98). The relationship between SDLR and CSE was statistically significant (r=.21, p=.035, N=98) which is supported in the literature. Qualitative analysis showed that civilian employees were frustrated by poor design, outdated nature, and irrelevance of most online courses and resources they were expected to use.

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