Physicians' adoption of massive open online courses content in the workplace: An investigation on the training transfer process through the Theory of Planned Behavior

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11150%2F24%3A10478664" target="_blank" >RIV/00216208:11150/24:10478664 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=i1.SHTe5zM" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=i1.SHTe5zM</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.chb.2024.108151" target="_blank" >10.1016/j.chb.2024.108151</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Physicians' adoption of massive open online courses content in the workplace: An investigation on the training transfer process through the Theory of Planned Behavior

Popis výsledku v původním jazyce

While Massive Open Online Courses (MOOCs) are recognized as helpful learning tools for professional development in healthcare organizations, they often result in a low transfer of knowledge and skills into participants&apos; workplaces. Regarding this issue, little research has explored the factors shaping physicians&apos; intention to transfer learning acquired through these courses to their job. In light of the above, the present study adopted an extended version of the Theory of Planned Behavior (TPB) to address the low transfer rate in such a professional population by investigating the potential antecedents of transfer intention among 217 Italian physicians. They completed an online questionnaire measuring TPB traditional constructs (i.e., intention to transfer MOOCs content to the workplace, attitude, subjective norms, and perceived behavioral control), variables related to the MOOCs format, professionalism, and organizational learning culture. Findings showed that transfer intention was positively affected by attitude and perceived behavioral control; conversely, no significant association between subjective norms and intention emerged. Furthermore, the proximal antecedents of intention were affected by organizational learning culture. Lastly, attitude toward transfer was positively associated with MOOCs perceived usefulness, which mediated the path between MOOCs reputation and attitude. Study limitations and implications for future research and training programs development in the contest of professional continuing education are discussed.

Název v anglickém jazyce

Physicians' adoption of massive open online courses content in the workplace: An investigation on the training transfer process through the Theory of Planned Behavior

Popis výsledku anglicky

While Massive Open Online Courses (MOOCs) are recognized as helpful learning tools for professional development in healthcare organizations, they often result in a low transfer of knowledge and skills into participants&apos; workplaces. Regarding this issue, little research has explored the factors shaping physicians&apos; intention to transfer learning acquired through these courses to their job. In light of the above, the present study adopted an extended version of the Theory of Planned Behavior (TPB) to address the low transfer rate in such a professional population by investigating the potential antecedents of transfer intention among 217 Italian physicians. They completed an online questionnaire measuring TPB traditional constructs (i.e., intention to transfer MOOCs content to the workplace, attitude, subjective norms, and perceived behavioral control), variables related to the MOOCs format, professionalism, and organizational learning culture. Findings showed that transfer intention was positively affected by attitude and perceived behavioral control; conversely, no significant association between subjective norms and intention emerged. Furthermore, the proximal antecedents of intention were affected by organizational learning culture. Lastly, attitude toward transfer was positively associated with MOOCs perceived usefulness, which mediated the path between MOOCs reputation and attitude. Study limitations and implications for future research and training programs development in the contest of professional continuing education are discussed.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

30304 - Public and environmental health

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Computers in Human Behavior

ISSN

0747-5632

e-ISSN

1873-7692

Svazek periodika

154

Číslo periodika v rámci svazku

May

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

12

Strana od-do

108151

Kód UT WoS článku

001172105700001

EID výsledku v databázi Scopus

2-s2.0-85183125357