Abstract
The key factor in achieving a
competitive advantage for businesses lies in the talents that cannot be easily
replicated. In the face of economic changes and the post-pandemic era,
leveraging technology to accelerate learning scenarios and enhance employee
competitiveness becomes paramount in corporate management. Due to technological
advancements, online learning, characterized by its freedom from temporal and
spatial constraints, has emerged as one of the forms for corporate education
and training. Past empirical studies on the effectiveness of online education
have yielded mixed results. Therefore, this study seeks to explore the reasons
behind these discrepancies, serving as a reference for formulating educational
training programs and providing assistance to relevant industries in evaluating
the implementation of online education and training. The researcher employs the
Integrated Technology Acceptance and Use Model as the foundation. In the first
phase, relevant literature is collected, leading to the identification of four
dimensions and 14 indicators. In the second phase, a Likert five-point scale is
employed to extract the top three indicators for each of the four dimensions.
Finally, a survey using the Fuzzy Analytic Hierarchy Process questionnaire is
conducted to obtain the relative weights for the four dimensions and twelve
indicators, with the dimensions ranked in the following order: hedonic
motivation, habit, price value, and personal innovativeness. The study
concludes with five propositions, aiming to provide crucial reference points
for companies implementing online education and training, ultimately speeding
up adoption and enhancing the intention to use online education.
JEL classification numbers: C83, I25, M53, O15.
Keywords: Unified Theory of Acceptance and Use of Technology (UTAUT),
employee training, online learning, Key Success Factor (KSF).