Factors Influencing the Success of E-learning for Department of Corrections Officers

Abstract

Background and Aims: E-learning is an essential approach for enhancing the capabilities of government personnel, equipping them with up-to-date knowledge and skills
in response to rapid technological changes. The Department of Corrections has encouraged correctional officers to participate in training through this system to improve their work performance. However, individual learning success may vary depending on trainee characteristics and the working environment. Therefore, the objectives of this study were: (1) to examine the relationship between trainee characteristics and
the working environment and the learning success of correctional officers through
the e-learning system of the Department of Corrections, and (2) to investigate the effects of trainee characteristics and the working environment on their learning success via
the e-learning system.

Methodology: This study employed a quantitative research approach. The population consisted of 10,591 correctional officers who had completed training through the
e-learning system. The sample size of 386 participants was determined using Taro Yamane’s (1973) formula with a 95% confidence level and a 5% margin of error. Data were collected using an online questionnaire, yielding 294 responses, representing
a response rate of 76.17%. The statistical methods used for data analysis included multiple correlation analysis and multiple regression analysis.

Results: 1) Trainee characteristics and the working environment demonstrated a positive relationship with e-learning success at the 0.01 level of statistical significance.
This indicates that when trainees possess appropriate personal attributes—such as learning motivation, responsibility, and relevant skills—and when the organization provides a supportive work environment, including adequate technological resources and supervisor support, these factors collectively enhance the e-learning success

of correctional officers. 2) Motivation to Learn (p < 0.01), Ability to Learn (p < 0.01), Basic Knowledge (p < 0.01), Opportunity to Use (p < 0.01), Manager and Peer Support
(p < 0.10), and Technological Support (p < 0.10) were found to significantly predict
e-learning success. Together, these independent variables explained 54.60% of the variance in the e-learning success of correctional officers under the Department of Corrections
(R² = 0.546), at a statistically significant level.

Conclusion: The findings indicate that trainee characteristics and the working environment have a statistically significant relationship and impact on the e-learning success of correctional officers. Factors such as learning motivation, learning ability, prior knowledge, opportunities to apply knowledge, and support from supervisors and colleagues collectively predicted 54.60% of the variance in e-learning success.
In contrast, workplace atmosphere and organizational support did not yield statistically significant effects. This suggests that e-learning success primarily stems from learners’ internal attributes and personal effort rather than organizational support, as learners with sufficient motivation are capable of seeking additional knowledge from other sources. Consequently, workplace atmosphere and organizational support do not exert
a meaningful influence on e-learning success in this context.