THE MODERATION OF LEARNERS’ ATTITUDE ON THEIR ELEARNING ADOPTION AND TRAINING PERFORMANCE
The existing research project focuses on examining the connections among learners’ attitude to elearning in training, their implementation of elearning in training and training performance. Significantly, it attempts to underline the moderation of learners’ attitude to elearning in training. The research data was gathered by undertaking a survey of 437 learners in Vietnam. The findings indicate learners’ attitude to elearning has positive influence on their implementation of elearning in training, which can in turn lead to the best possible training performance. The empirtical findings also deliver statistical evidence on the moderating role of learners’ attitude to elearning in training in the influence of learners’ implementation of elearning in training on their training performance. The research is beneficial to training administrators by providing them with insight into the relations among learners’ attitude to elearning, their implementation of elearning in training and training performance. Consequently, they can decide on good online training courses that could enhance the learners’ training performance.
Attitude, Elearning, Performance, Moderation JEL Classification Code: C12, C13, C51, I20, M15