Degree

Doctor of Philosophy (PhD)

Department

School of Leadership and Human Resource Development

Document Type

Dissertation

Abstract

This study set out to investigate the Continuing Professional Development (CPD) eLearning participation and completion phenomenon of learners and to explore motivation of CPD eLearning intentions and completions. This study focused on why learners choose CPD eLearning and why they continue in CPD eLearning. Based on the Expectations Disconfirmation theory (EDT) and the DeLone and McLean Information Systems Success Model (1992), a survey was developed and then sent to a cross-section of registered CPD eLearners from the first responder community. After the data was collected 217 responses were analyzed with SPSS correlational techniques and through PROCESS which is a modeling tool. The study found that overall information, service, system, and learning expectations and perceptions of quality are positively related to each other as well as disconfirmation and satisfaction. Furthermore, disconfirmation was found to be positively correlated to satisfaction. Continuance intention and continuance behavior were positively related to each other as well as to satisfaction, respectively. Intrinsic motivation did have a moderation effect on satisfaction as it related to continuance intention and continuance behavior. Although generalization of the results should be exercised with caution, this study offers implications to CPD eLearning research and theory building with relation to disconfirmation, satisfaction, motivation, continuance intention, and continuance behavior. Many variables, ultimately, positively affect CPD eLearning continuance. Learners that are more satisfied tend to continue in CPD eLearning, but also have the motivation to continue in other types of eLearning. CPD eLearning quality and the learner’s motivation should not be forgotten if learner continuance is the goal. Continuance behavior is related to the learner’s satisfaction. All parties involved in the development and delivery of the CPD eLearning should be mindful. The study fills a gap in the CPD eLearning literature. This study had a mix of first responders that had and had not completed the CPD eLearning. This provides a different perspective than most studies tend to gather.

Date

6-13-2018

Committee Chair

Rizzuto, Tracey

DOI

10.31390/gradschool_dissertations.4615

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