Understanding the Employees Acceptance on Online Training for Basic Managerial Finance

The latest educational platform that supports teaching and learning in this 21st Century is Massive Open Online Courses (MOOC) that seen as an effective and supportive future learning environment. To date, Openlearning.com has served as an established MOOC for educational online platform. The emergence of educational based technology seems can be benefited for employees empowerment. Towards this extent, our online training is used to enhance their managerial skills and training related task. Thus, this study is to explore the level of acceptance of the online corporate training via MOOCs due to the remaining gap between intention and behavior in the online training via MOOC setting. The acceptance of technology is assessed using online survey based on the modified Unified Theory of Acceptance and Use of Technology (UTAUT) factors. The respondents were 94 employees. The result was statistically significant and the insight of the intention to use the MOOC as online training platform was significantly accepted for improving skills on basic managerial finance.

cause the organization to face these financial managerial issues (Hussien et al., 2018;Adomako, et al., 2016;Karadag, 2015). Thus, the issue of improving the level of knowledge in this subject needs to be addressed well through continuous educational programme and training.
The learning process through traditional approach requires students to apply abstract reasoning in translating finance theories, formulas and calculation in building their understanding. In practice, the teaching and learning finance process includes the traditional face-to-face teaching and learning (Ismail et al., 2013); reflection and transformative training for managerial finance (Brunstein et al., 2019); online training for financial management (Ary & Brune, 2011); on job training (Ahmad et al., 2010;Wang & Taylor, 2016); computerized simulation of stock market (Marriot et al., 2015); blended learning approach for mature and part-time students in finance (Burgess, 2008); integrated case study and interactive simulation assignment (Thom, 2019); and interactive games for Islamic finance (Hakimah et al., 2018). However, for this study, online training approaches through the Massive Open Online Courses (MOOC) were selected as the learning approach to facilitate employees to acquire the knowledge of basic managerial finance.
MOOC is an online educational environment primarily produces by educational institution that, i.e. the effort of transformative learning process of providing the quality education to the unlimited learners (Crosslin, 2018;Nordin et al., 2018). The consideration of using MOOC as an alternative for corporate training will be supporting the process of lifelong learning (Fischer 2016).
Training through online approach sharing the same purpose with the traditional approach of corporate training is a program of skilling or re-skilling for employees carrier enhancement (Salas & Canon-Bowers, 2017

Online Training for Lifelong Learning
The agenda of empowering employees in higher education institution through lifelong learning programme context is supporting the effort of knowledge creating company. The Human Resource Department (HRD) policies that mold the culture of learning in commercial sectors might change the culture of empowered employees through education and training. Having a continuous, flexible and updated knowledge in respective skills by employees seems to be a challenge for some organization (Mohammed et al., 2016). The challenges such as fund to provide employees training in SME (Johnson, 2002); effort and time constrain of employees (Boyer et al., 2014), supports from top management and organization (Ramdhani et al., 2017) inhibit the lifelong learning process. But, those employees need to be strengthened and supports for their carrier enhancement through the skilling programme.
The changing climate in business force organization to adapt the technology in many aspects including in the training approaches for employee's empowerment (Salas & Canon-Bowers, 2017). Employees need specific training to enhance their capabilities in executing task. Thus, to spur the training activities in transferring the knowledge and respective skills, the organization need to create the supportive learning environment physically or virtually for each employee.
This need online technology that promote self-efficacy online learning that can improve personal engagement (Beach, 2017). The advent of the online corporate training in this era supports the self-paced or self-learner (Song et al., 2018;Song & Bonk, 2016). The past study confirmed that e-Learning supports the achievement and improve learning engagement (Wang, 2017;Sedrakyan et al., 2018;Salas & Cannon-Bowers, 2017). Thus, the online training seems to be applicable to assist employees in improving their knowledge and skills (Norman et al., 2015).
This study is to recognize the employees' acceptance towards online learning using Massive Open Online Courses (MOOC) and outline the significant factors affect employees' intention to use MOOC for basic managerial finance training.

Unified Theory of Acceptance and Use of Technology
This study adapted the model of modified Unified Theory of Acceptance and Use of Technology (UTAUT). This model suggests the factors of prospect user, based on their past experience using media and educational material based Internet, in accepting MOOC as their learning platform alternatives.
The factor of Performance Expectancy pertaining to the employees believes  Figure 1 illustrated the modified UTAUT model from the model suggested by Venkatesh et al. (2003). Modification made due to this study was not measured the mediating variable as per model suggested.

Methodology
The online questionnaire was used in the survey. The online questionnaire was  Table   1.

Data Analysis Method
The data from the survey was analyzed through correlation and regression analysis. The study setting the hypothesis as per below: 2) It would be easy for me to become skillful by attending online training.
3) I would find online learning easy to use. 2) I have the knowledge to perform online training through MOOC.
3) I have specific referee and can assist me with online training difficulties.

Use Of Behavior
(UB) 1) I use to learn using online media such as Youtube, Facebook, etc.
2) Online training would make learning more interesting.
3) It would be fun learning with online training 4) Using MOOC for online training would be a very good idea.

Behavior
Intention (BI) 1) I intend to participate in online training for this course through MOOC as soon as possible.
2) I expecting that I could use online training for this course through MOOC in the next two months.
3) I predict I would use online training for this course through MOOC for in the next two months.

Results and Findings
As illustrated in Figure 2, majority of respondent is Female (67%) and the participants are from different department background: 16 percent from Account and Finance department; 21 percent from Human Resource Department; 26 percent from Administration and Procurement Department; and 37 percent were in Operation Department (Figure 3). Figure 4 indicates that majority of the respondents' finance result were C to C+ at 46 percent and as shown in Figure 5, seem that 51 percent of respondents had no experience in attending the online training.

Correlation Analysis
This study measured the convergence validity using Pearson Correlation Analysis. As denoted by Hair et al. (1998) the loading factor should greater than .50 or stricter criterion as per Fornell (1982) i.e. .70 of the correlated value. Table 2 shows the factors result of correlation analysis with acceptable convergence validity test value.
The Correlation value shows a positive and significant relationship between all factors. The result in Table 2 express positive and significant relationships between the factor of Behavior Intention (BI) and Performance E (r = .617, p < .000), EE (r = .590, p < .000), SI (r = .470, p < .000). While, UB and BI (r = .562, p < .000) and between UB and FC (r = .441, p < .01).

Regression Analysis
The analysis as illustrated in Table 3 indicated that the factor of influence of performance expectancy (PE), effort expectancy (EE), and social influence (SI) towards behavioral intention (BI).

Pilot Study
Items of the instrument were validated by three experts consist of two experts in e-Learning and an expert from finance education. The piloting on instrument continues with the reliability values by 30 employees led some changing to improve the Cronbach's Alpha value before the actual survey conducted. The reliability value was above the suggested reliability value i.e. higher than .70 (Sekaran, 2006). Table 6 shows the alpha value of all apart from is equal or more than .70.

Conclusion
This study is regarding the acceptance of Massive Open Online Courses as a medium of employee online training. This study shows that the respondent's intention behavior towards MOOC in having a training on the basic Managerial Finance depends on its performance expectancy and social influence. The internal factors such as initiative to increase productivity and improve knowledge together with the external supports from organization and community lead to increasing the usage of online corporate training among the employees. Employees are expected to have additional supporting for such facilities from their superior or organization to embrace MOOC as a new initiative in training approach. Developers of online training should consider employees' awareness by promoting convenience, ease of use and motivation towards using online medium for academic purposes, especially for those who are not competing with the online training. The approach might improve the employee's educational opportunity with educational enjoyment in supporting their lifelong learning process.