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A theoretical model is built and tested using questionnaire data from a quantitative research design. Results show that barrier factors and policy factors strongly influence behavioural intention, accounting for more than 80% of the variance. Findings support future adult e-learning research and provide references for management agencies responsible for platform provision and training policies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/policy-and-barriers-related-to-implementing-adult-e-learning-in-taiwan/592468/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/policy-and-barriers-related-to-implementing-adult-e-learning-in-taiwan/592468.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the study on adult e-learning in Taiwan?","Question",{"text":112,"@type":113},"The study focuses on how policy factors and barrier factors relate to implementing adult e-learning through e-government learning systems for public servants in Taiwan.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are policy and barrier factors evaluated in the research?",{"text":117,"@type":113},"Questionnaires are used for quantitative data collection, and a theoretical model is created to clarify the impact of barrier factors and policy factors on behavioural intention.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results indicate about public servants’ willingness to use e-learning systems?",{"text":121,"@type":113},"Barrier factors and policy factors strongly influence public servants’ willingness to use e-learning systems and explain more than 80% of the variance in users’ behavioural intention.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592468,1792885863,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Australian Journal of Adult Learning Volume 54, Number 3, November 2014  \nPolicy and barriers related to implementing adult e-learning in Taiwan  \nHsiu-Ying Chung Gwo-Guang Lee Shih-Hwa Liu  \nNational Taiwan University of Science and Technology  \nThe work quality of public servants direct affects a country’s administrative performance, and the Taiwan government has recently invested a considerable amount of funds in constructing e-government learning platforms and developing digital courses to provide all public servants with sufficient on-the-job training and enhance the quality of human resources. Therefore, the circumstances under which public servants use e-government learning platforms warrant investigation. In this study, questionnaires were used to collect data for quantitative research, and a theoretical model was created to clarify the impact of‘Barrier Factors’ and ‘Policy Factors’ on e-government learning. These factors have been examined inadequately in previous research on the theory of e-learning behaviour. The results presented here show that Barrier Factors and Policy Factors strongly influence the willingness of public servants to use e-learning systems, and these factors explain more than 80% of the variance in users’ behavioural intention. These results revealed the characteristics of the research participants,  \n390 Hsiu-Ying Chung, Gwo-Guang Lee and Shih-Hwa Liu  \nand the findings can be used as a reference in future studies and by management agencies responsible for providing e-government learning. Furthermore, these results might facilitate further research on and the practice of adult e-learning.  \nKeywords: e-learning, adult learning, barrier factors, public  \nservants, behavioural intention, structural equation modelling (SEM)  \nIntroduction  \nOver the past 10 years, Internet use has spread rapidly, influenced the manner in which people teach and learn (DeLacey & Leonard, 2002), and changed almost every aspect of peoples’ lives. The education sector has not been immune to these changes, and technology has transformed classroom practices and learning processes (Kinshuk, Huang, Sampson,& Chen, 2013). Most prior studies on e-learning have emphasised learners’ acceptance and use of e-learning platforms (Kao & Tsai, 2009; Liaw, Huang, & Chen, 2007) . These studies focused on exploring various information technologies that were adopted by students and teachers and the features of e-learning. However, most of those studies examined and analysed e-learning as a part of instruction in schools (Chang & Tung, 2008; DeLacey & Leonard, 2002; Kao & Tsai, 2009). Thus, researchers have suggested that future research explore the disparities in learning amongst adults and full-time students (Chiu & Wang, 2008; Tsai, Shih, & Feng, 2008), and whether the motivations and methods for adult learning and classroom-based education are distinct is incompletely understood. Explaining developments and trends in adult education, previous research has revealed that national surveys that focus on the distribution and extent of adult learning provide useful information for policymakers, adult education providers, and the scholarly community (Lai & Wu, 2011). This topic has rarely been investigated, and Taiwan governments’ use of the Internet to promote e-learning has been studied even less (Shyu & Huang, 2011) . In this study, we evaluated public servants because their work quality directly affects the administrative efficiency of a nation. In addition, because of the high costs of e-government learning programs, the effectiveness of these programs must be evaluated.  \nPolicy and barriers related to implementing adult e-learning in Taiwan 391  \nHuman resource management is a critical task of the public sector. High-quality public servants can be produced only through appropriate training, and e-learning curricula provide public servants with various course selection choices and participation opportunities, positively affecting publi","cbCaiew9LmFeCOQC","https://ap.wps.com/l/cbCaiew9LmFeCOQC","pdf",285639,26,"English","# Introduction\n## Policy and barriers related to implementing adult e-learning in Taiwan\n## Literature Review and Hypothesis Development\n### e-Learning, e-Government Learning, and Adult e-Learning Barriers","[{\"question\":\"What is the focus of the study on adult e-learning in Taiwan?\",\"answer\":\"The study focuses on how policy factors and barrier factors relate to implementing adult e-learning through e-government learning systems for public servants in Taiwan.\"},{\"question\":\"How are policy and barrier factors evaluated in the research?\",\"answer\":\"Questionnaires are used for quantitative data collection, and a theoretical model is created to clarify the impact of barrier factors and policy factors on behavioural intention.\"},{\"question\":\"What do the results indicate about public servants’ willingness to use e-learning systems?\",\"answer\":\"Barrier factors and policy factors strongly influence public servants’ willingness to use e-learning systems and explain more than 80% of the variance in users’ behavioural intention.\"}]","Policy and barriers related to implementing adult e-learning in Taiwan | PDF",1792074647,66]