Abstract:

Increasing digitalisation, which has experienced an inevitable push not least due to the Corona pandemic, has resulted in a constantly changing world of work, which not only leads to new job requirements, but also brings with it new competence requirements (Rohs & Seufert, 2019; Seyda, 2021). Thus, lifelong learning by means of continuing vocational education and training (CVET) measures beyond (high-)school is becoming a significant factor for the innovative capacity of companies (Küpper, 2005; Thissen, 2017). E-learning is an important instrument for companies to cover their qualification needs due to its flexible use independent of the learning location (Seyda, 2021). In order to use this potential, however, the necessary preconditions, e.g. acceptance but also technological competences on the part of the learners, must also be taken into account (Seel & Ifenthaler, 2009). While before the Corona pandemic e-learning measures were only occasionally used for CVET, this increased during the pandemic with the inevitable development of the digital infrastructure in German companies (Bellmann et al., 2020). With the end of the pandemic, the question arises as to what extent the use and acceptance of e-learning in CVET offers has changed and can thus contribute to the increased use of e-learning measures in the future. The partly ambivalent findings of the crisis-related, generally restricted CVET activities in recent years, with simultaneous increased use of and shift towards e-learning (Flake, Seyda & Werner, 2020b) serves for the present contribution.

Methodology:
To answer the research question, qualitative and quantitative data due to an online survey was conducted among a total of 240 employees throughout Germany. For the quantitative survey, scales were used to record media use, media acceptance, use of e-learning, evaluation of e-learning (adapted from Burghard et al., 2008), willingness to use technology and technology competence in the form of dealing with new technical requirements (Neyer, Felber and Gebhardt, 2012). Free text answers were used for the qualitative survey, which were evaluated inductively with the help of a qualitative content analysis (Mayring, 2007).

Results:
As expected, the usage behaviour of various digital learning media (e.g. learning videos), their duration and frequency of use in CVET has changed significantly with the Corona pandemic. The higher the technology acceptance and technology competence of the respondents, the higher the attitude towards e-learning. However, both technology competence and acceptance are significantly lower for older employees, which is also reflected in their attitude. However, there is a rather positive attitude towards e-learning, which is why most of the respondents want to make greater use of e-learning in CVET in the future.
Needs for improvement are mentioned with regard to the possibility of communicative exchange with other participants, and the quality of the e-learning offers does not yet seem to be as high as that of face-to-face events. At the same time, the e-learning offer is perceived as relieving due to its better integration into everyday life and increased flexibility. Newly created continuing education offers are also highlighted as positive.
E-learning can provide relief for employees due to increased flexibility and will thus continue to shape the CVET landscape in the future, but without the expectation of completely replacing face-to-face events.

Keywords:

Continuing vocational education and training, e-learning, Acceptance, Attitude, Technology Competence.