Exploration of the Critical Success Factors in Online Evidence-Based Public Policy Learning Behaviors
Exploration of the Critical Success Factors in Online Evidence-Based Public Policy Learning Behaviors

Summary/Abstract: Nowadays, learners of public policy could rapidly search for the desired data and information anytime and readily obtain the needed knowledge via internet or web-based learning. Yet the emergent trend of learning public policy online collides with the evidenced-based approach to policy making embraced by policymakers seeking the most effective ways to tackle policy problems. Namely, whether or not online policy learning meets the requirements of evidenced-based plaque many researchers of policy learning and policy transfer. The main themes of this study are to tap into the critical factors affecting web-based policy learning and examine whether or not such learning behavior meet the tenet of evidencedbased. Drawn from college students in the department of public policy, public administration, and public management, both the under and graduate students with experiences in online search for learning public policy are selected for the research. In this study, total 600 copies of questionnaires are distributed, and 423 effective copies are retrieved, with the effective rate 71–ate et. The research findings show that Web Searching Behaviors, weighted 0.438 about 43.8% of global weight, is mostly emphasized in Hierarchy 2, followed by Information Commitment (weighted 0.327) and Internet Self-efficacy (weighted 0.235). From the global weight of the Critical Success Factors in online evidence-based public policy learning behaviors, the top five indicators, among 12 evaluation indicators, are Information Resources, Communicative Efficacy, Search Task, User Characteristics, and Standards for Accuracy.

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