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Top1. Introduction
The advancements in mobile technology have rapidly expanded the scope of informal learning, enabling learners to access abundant digital resources through mobile technology, allowing learner-centered learning activities (e.g., web-based learning, mobile learning), and increasing learners’ knowledge and psychomotor abilities to support professional learning (Jones, 2011; Shih et al., 2011; Wójcik, 2019). Studies have indicated that employees generally promote professional learning by accessing e-library resources, online communications and face-to-face meetings, and that for these employees, the connection among online discussions, learning content of digital resources and their job requirements is an issue and a challenge (Hardyman et al., 2013; LaMendola et al., 2009). On the other hand, in the face of rapid social change and fierce business competition, companies need to continuously improve their competitive advantages, and plan comprehensive training to support the professional development of their employees, especially those in the beauty spa industry, where competition is intense and business opportunities are growing (Bhatia, 2018; Lopaciuk & Loboda, 2013).
Brown (2008) indicated that when learners acquire beauty-related knowledge and techniques, they can connect theory and practice through the combination of web-based learning and practical exercises, which will have a positive influence on their professional capabilities. Some studies have specified that the attitude of employees towards adopting web-based learning is a crucial key to the effectiveness of supporting their professional learning (Hardyman et al., 2013; Liang et al., 2011). The findings showed that job characteristics and self-regulated learning could affect employees’ attitudes towards adopting digital resources for professional learning (Chiu & Tsai, 2014; Littlejohn et al., 2016; Taris et al., 2003). Researchers have indicated that self-regulated learning could positively affect employees’ attitudes towards, behaviors and effectiveness of work-related learning and professional learning (Chen & Hwang, 2019; Littlejohn et al., 2016; Milligan et al., 2015).
To sum up, previous studies have revealed that employees’ job characteristics and self-regulated learning could have influences on their attitudes towards employing digital resources for professional learning (Chiu et al., 2013; Milligan et al., 2015). Regarding the research related to ubiquitous libraries with combined professional learning in the workplace, the majority of studies have explored the issues related to system development or the usage status of ubiquitous libraries (Tu & Hwang, 2018). Despite the increasing number and types of digital resources and the change in employees’ learning approaches, learners’ attitudes towards and intentions regarding ubiquitous library-supported professional learning have seldom been investigated (Hyman et al., 2014). In particular, the professional learning and self-regulated learning of employees in the beauty spa industry are crucial. In order to understand how to increase beauticians’ willingness to adopt ubiquitous libraries for their professional development, the present study explores the relationships among employees’ job characteristics, self-regulated learning and attitudes towards ubiquitous library-supported professional learning. In addition, it lays the foundation for ubiquitous library-supported work-related learning, which is an important issue for industries to conduct professional development for employees.