April 2012 Volume 15 Number 2 - Educational Technology & Society

E-training in organizations
E-training resembles e-learning in many ways especially in terms of the methods of delivery and technology used,
except that it refers to much shorter time frame of learning which usually is specifically designed to achieve a certain
learning objective or skill. Typical types of e-training are video conferencing and web-based training. These
technologies purport to permit delivery of learning which is “new, better, cheaper, and faster” (Bardach, 1997;
Taylor, 2002) than traditional classroom methods. For the purpose of this study, e-training refers to any type of
training provided in organizations via electronic media which include self-paced learning from Intranet, learning
from CD-ROM at work, training provided by instructors live through Webcast, recorded sessions of past webcast
trainings available to employees and others.
The benefits of e-learning have been widely discussed including cost-effective, timely content, and access flexibility
(Hong, Lai, & Holton, 2003; Lorenzetti, 2005; Rosenberg, 2001). Bouhnik and Marcus (2006) have specifically
stated that e-learning has four advantages: (1) freedom to decide when each online lesson will be learned, (2) lack of
dependence on the time constraint, (3) freedom to express thoughts and (4) accessibility to the course’s online
materials.
Despite all the perceived benefits of e-learning, research indicates that a high rate of students who commence elearning
courses do not finish them (Dutton & Perry, 2002). Many are dissatisfied with the e-learning experience. A
study by Loh (2007) on e-learning effectiveness in the manufacturing industry in Malaysia found that system quality,
information quality, and perceived usefulness influenced e-learning effectiveness positively. Another study by Md.
Hashim Nordin (2007) that investigates the factors contributing to continuance intention and user satisfaction in etraining
has found that information quality and system quality were important factors leading to increase in usage
and user satisfaction of e-learning in workplace. Higher level of satisfaction was also found to increase the intention
to continue use.
Underpinning theories
Technology Acceptance Model (TAM)
The Technology Acceptance Model (TAM), developed by Davis et al. (1989) intends to measure, predict, and
explain user acceptance of information technology (refer to Figure 1). TAM theorizes that perceived usefulness and
perceived ease of use determine users’ behavioral intention and actual usage. The causal relationships among these
constructs have been validated empirically in many studies. Over the last two decades the TAM has been one of the
most influential research models in studying the determinants of IT usage (Chau, 2001).
Figure 1. Technology Acceptance Model (TAM)
Delone and Mclean Information Systems Success (ISS) Model
DeLone and McLean’s Information System Success Model (1992) touches on six dimensions of system success
which include system quality, information quality, use, user satisfaction, individual impact, and organizational
impact. System quality and information quality singularly and jointly affect both use and user satisfaction. Intention
to use (use) has positive and negative effects on the degree of user satisfaction and vice versa. Both use and user
satisfaction influence an individual, which will eventually impact on an organization. An updated model of ISS
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