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Factors Associated with Transfer of Training in Workplace E-Learning


Journal of Workplace Learning Volume 19, Number 5, ISSN 1366-5626


Purpose--The purpose of this study is to investigate the effect of factors associated with e-learning, particularly computer attitudes and usability, on transfer of training in workplace e-learning courses. Design/methodology/approach--This study relied on quantitative data obtained from four online survey questionnaires. The sample of this study was 47 learners who took either one soft-skill e-learning course or one hard-skill e-learning course in a selected company and their supervisors. Findings--The results demonstrated that learners' computer attitudes impact their perception of the usability of the e-learning courses, and that this perception influences the degree of their transfer of training. The results imply that when learners come to an e-learning class with positive attitudes toward computers, they feel the e-learning course system to be more satisfactory and efficient, and accordingly they can better transfer what they have learned to job performance. Research limitations/implications--The sample of this study is limited. Further research studies with various learners should be conducted. Additionally, the measure of transfer merely relied on their perception of it. Further studies should give more attention to the multifaceted measures of the actual transfer. Finally, further research should be conducted to examine other general factors pertaining to the transfer of training in e-learning settings in addition to computer attitudes and usability. Originality/value--The study expands the knowledge base regarding transfer of training by focusing on e-learning, which is rapidly growing and receiving great attention in the workplace, and thus contributes to the establishment of a more comprehensive model of transfer of training. (Contains 6 tables and 1 note.)


Park, J.H. & Wentling, T. (2007). Factors Associated with Transfer of Training in Workplace E-Learning. Journal of Workplace Learning, 19(5), 311-329. Retrieved November 14, 2019 from .

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