Critical Evaluation of E-learning in HR Development

Question

UK English. 4000 words. Research proposal in HR area based on Case study (Ideally from IT company but not necessarily). The main criteria is an open access to the text of the case. 
The aim of research is critically evaluate e-learning as a training method within the #name of Case Organisation# with a view to identify the impact of e-learning in organisational training and development. 

Objectives: 

– To critically review the literature on e-learning in organisational training and development, focused on exploring the concept, evaluation of benefits and limitation. 
-To profile the existing policies and processes for e-learning in case study
-To develop a set of recommendations to optimise the process of development HR through e-learning.

Structure:
Introduction and Research Background
Aim and Objectives
(together these sections are about 600 words)
Literature Review (about 1500 words)
Methodological Framework (about 1500 words)
Planning and Critical Analysis ( 400 words and GANTT chart)

Example of work will be added below.

Answer

Critical Evaluation of E-learning as a Training Method in HR Development: The Case of Telefonica

Name of Student:

Institutional Affiliation:

Contents

Introduction and Research Background. 2

Aim and Objectives. 3

Literature Review.. 4

The Meaning of E-Learning. 4

Advantages of E-learning. 5

Challenges of E-learning. 7

Methodological Framework. 8

Research Philosophy. 9

Research Approach. 10

Research Strategy. 11

Research Choice. 11

Time Horizon for the Research. 12

Methods of Data Collection. 13

Planning and Critical Analysis. 14

Gannt Chart for the Research Project. 14

Limitations of the Study. 15

References. 17

Introduction and Research Background

            The use of e-learning as a training method is a recent practice in human resource development. A clear choice of term for this concept is yet to emerge, with the terms “computer-based training” and “distance learning” being used interchangeably (Roy & Raymond, 2008; Burgess & Russell, 2003). Sometimes the terms “e-learning” and “e-training” are used interchangeably (Ramayah, Ahmad & Hong, 2012). In e-learning, companies use various web technologies and computer networks such as the Internet and intranet to train employees (Driscoll, 2010). In essence, electronic technology plays a critical role in the delivery of instruction and information to employees. The delivery of instruction and content could be either synchronous (two-way) or asynchronous (one-way). In both cases, improvements in training are likely to occur because individuals can access current content anywhere, any time, and in a customized format that encompasses personalization and interactivity.

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            E-learning is associated with many benefits for both individuals and the companies they work for (DeRouin, Fritzsche & Salas, 2004). For instance, it leads to reduced travel expenses while promoting consistency in the delivery of training materials. Another commonly cited benefit is that e-learning has started promoting a new practice whereby employees do not have to leave the workplace to receive training. Additionally, it is often contended that it facilitates the structuring of the training into modules that target the training needs of individual employees, meaning that it has more value than traditional training methods.

            Despite this overwhelming support for e-learning in corporate circles, few studies have been undertaken to investigate the problems associated with it as well as the challenges that HR development managers have to address to harness its maximum potential (Hamburg et al., 2008). Some of these challenges include lack of motivation to use e-training, lack of user satisfaction, ease of use, and choice of content of e-training (Ramayah, Ahmad & Hong, 2012). Moreover, e-learning requires substantial investment as well as subsequent maintenance, such that if not properly utilized, the costs may outweigh the benefits (Gunasekaran, McNeil & Shaul, 2002). All these factors have a tremendous influence on the effectiveness of e-learning.

            Some efforts have been made in research to rank the various factors that influence the outcomes of e-learning (Ghazinoory & Afshari-Mofrad, 2012; Ramayah, Ahmad & Hong, 2012). The main factors that have been explored widely in empirical literature include content, ease of use, expertise, culture, computer self-efficacy, and reliability. Ghazinoory & Afshari-Mofrad (2012) found that supports, reliability, ease of use, culture, and computer self-efficacy have a significant influence while expertise and content have no significant effect on the outcome of e-learning. In regards to content, Ramayah, Ahmad & Hong (2012), reported contradictory findings, stating that it has a significant influence on the effectiveness of e-learning. Homan & Macpherson (2005) indicate that e-learning has potential but its success is being limited by contextual factors such as level of integration and degree of sophistication, which have a profound influence on learning processes as well as outcomes.

Aim and Objectives

The aim of the study is to identify the impact of e-learning in organisational training and development at Telefonica, a Spanish multinational telecommunications and broadband company that operates in Europe, South America, North America, and Asia.

To achieve this aim, the objectives of the study are as follows:

  1. To critically review the literature on e-learning in organisational training and development, focused on exploring the concept and the evaluation of its benefits and limitations. 
  2. To profile the existing policies and processes for e-learning in a case study.
  3. To develop a set of recommendations to optimise the process of HR development through e-learning.

Literature Review

The Meaning of E-Learning

E-learning has grown exponentially due to advancement of information technologies in recent times (Ramayah, Ahmad & Hong, 2012). Organizations are keen on embracing e-learning, leading to its growing popularity, because they want to promote a culture of continuous learning and workforce flexibility. Even as researchers continue to highlight the need for e-learning in contemporary organizations, the question of what e-learning actually means remains unclarified, leading to variations in perspectives being adopted by various companies. Evidently, most definitions are a reflection of variations in perceptions on the benefits of e-learning for the contemporary business organization (Homan & Macpherson, 2005). Some definitions provide a narrow scope in terms of the tools and platforms to be used. For example, Beamish et al. (2002) define it as a set of processes and applications that employ online learning, computer-based learning, digital collaboration, and virtual classrooms to facilitate training and learning. In other definitions, an all-encompassing approach has been adopted. For example, Sambrook (2003) defines e-learning as a learning activity that involves the use of information technologies.

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A major problem with existing definitions of e-learning is that they fail to capture the complexities that go with the process of developing and delivering e-learning capability (Dutton & Perry, 2002). Neither do these definitions provide a vivid picture of the opportunities e-learning can offer to an organization in strategic terms. Another important observation is that available literature focuses too much on the benefits of e-learning and too little on possible problems (Macpherson et al., 2004). Consequently, many companies have jumped into the e-learning bandwagon without first preparing to tackle the potential problems that may hinder its effectiveness such as the lack of “organizational readiness” (Macpherson et al., 2004; Haney, 2002).

Advantages of E-learning

Some of the widely discussed benefits of e-learning in HR development literature include cost-effectiveness, flexibility, timely access to training materials and content, and free expression of ideas. In terms of cost advantages, focus is mainly on the reduction of training time as well as the platform’s ability to serve a larger number of individuals at the same time without these individuals having to leave their places of work. If properly used, e-learning can have many positive cost implications for the contemporary organization.

Companies are also embracing e-learning because they view it as a facilitator of knowledge management. With excellent knowledge management, companies can succeed in building formidable competitive advantages. It enables companies to succeed in the task of identifying and leveraging collective knowledge that is necessary for competition and survival in today’s rapidly changing business environment. This explains why e-learning is considered a desirable additional to contemporary business organizations’ array of strategy-building tools (Wild, Griggs, Downing, 2002).

Another advantage of e-learning is that it has a high return on investment (Macpherson et al., 2004). The sheer breadth of coverage and cost-effectiveness of e-learning means that its return on investment is potentially high. However, a major problem may occur if these returns are appraised in the context of the traditional pedagogical approach that does not address the revolutionary nature of the process of implementing e-learning programs. This poses the risk of a situation whereby technological limitations make it impossible for all the advantages of e-learning to be exploited. Of specific importance is the learner’s voice, which should be put into consideration in the assessment of the effectiveness of all e-learning programs. Moreover, companies expect to get a return on investment after using e-learning even though it is not clear if this return on investment should be in the form of an increase in profitability or due to cost reduction and efficiency savings during training.

In terms of flexibility, two main issues have been addressed in literature. The first one is flexibility in the way training is delivered and the second one is in terms of the learning process, specifically aspects of pace and distribution (Davila & Elvir, 2005). In terms of delivery, organizations that use e-learning are able to maintain consistency in the delivery of learning experiences by overcoming diverse spatial-temporal constraints. For example, companies whose workforce is situation in different geographical locations can easily coordinate e-learning activities targeting all employees from a central location. Similarly, e-learning makes it possible for employees working different hours to go through the same training program successfully since they need not attend sessions personally within the organization’s physical locations.

In terms of learning pace and distribution, learners are able to adapt their individual learning processes to their individual circumstances (Strother, 2002). This a particularly important factor for adults, who are highly likely to face diverse challenges in the course of the duration of the training program. This element of flexibility fits in well with the concept of lifelong learning. To maintain marketability and to remain at par with colleagues, employees facing challenges learning during conventional sessions face an increased need to engage a lot in learning during non-working time.

The downside of this phenomenon is that individuals with a low self-drive or self-motivation as well as those who are not disciplined may encounter serious difficulties in their efforts to maintain the momentum that is necessary for success in the e-learning program. One of the suggested ways of addressing this problem is the adoption of an e-training model that encompasses aspects of access, motivation, information exchange, online socialization, personal reflection and knowledge construction (Salmon, 2013). No studies have been undertaken to identify the efforts contemporary organizations are making to adopt the model or at least use some of its precepts to address problems that arise during e-learning.

Challenges of E-learning

Some of the challenges of e-learning that have been highlighted frequently in literature include low adoption rate, lack of awareness, computer illiteracy, poor quality of content, connectivity limitations, and language barriers. The issue of low adoption rate is somewhat controversial going by the discussions contained in literature. On the one hand, numerous publications have been produced that highlight the revolutionary power of the internet and how almost every company has jumped into the e-learning bandwagon. On the other hand, arguments are being made regarding the marginalization of the internet as a social space, whereby any serendipity that is expressed by savvy internet users is disregarded entirely, treated as nuisance to be dispensed with, avoided, or channelled to top management for “further interpretation and direction” (Servage, 2005). In other words, numerous negative sentiments regarding the internet are being expressed alongside a rapidly evolving environment characterized by the omnipresence of web-based technologies, thus creating the impression of tension between humanity and technology.

During the formative years of the internet age, this tension was being exacerbated by lack of awareness of web-based technologies as well as computer illiteracy. Today, a greater part of the world’s population has gained considerable exposure to the internet, meaning that computer illiteracy and lack of awareness do not represent as big a challenge as they used to during the late 1990s and early 2000s. Today, a new kind of problem has taken shape. Due to the rapidity with which information technology is advancing, a distinct e-learning “nomenclature” is yet to emerge (Servage, 2005). This is a major cause of concern today because it has led to the fragmentation of the field of information technology. With different terms of reference being used by HR development officers, IT experts, and educational psychologists, it becomes virtually impossible for a coherent discourse that can be used in multidisciplinary contexts to emerge. Consequently, it is not surprising to find that challenges of e-learning are being variously defined depending upon the disciplinary approach being used.

The challenges of lack of awareness and computer illiteracy are somewhat related to low adoption rate. Many companies are reluctant to adopt e-learning because of lack of awareness on the part of top management regarding its benefits or computer illiteracy among employees. Other commonly cited barriers to the adoption of e-learning in companies include absence of management support (Weng & Tsai, 2015), IT problems, language barriers, huge workload (Ali and Magalhaes, 2008). Of these barriers, IT problems poses a rather serious challenge especially when they manifest themselves through connectivity limitations, which can easily make the entire e-learning system tedious to use and boring as well. Lack of management support in management support is also widely highlighted as a major cause of e-learning ineffectiveness. Failure by management to offer the necessary opportunities, support, instructional development assistance, and resources can have a negative impact on the e-learning environment. For higher training effectiveness to occur, managers must constantly emphasize on the need for continuous learning as well as tie certain rewards to active participation in e-training.

Methodological Framework
            Methodological framework may be defined as the set of principles that guide the research process. A framework is said to be effective if it addresses six major elements – philosophy; approach; strategy; choice; time horizon; and techniques and procedures (Saunders et al. 2011). What follows is an outline of these six elements in order to shed light on the methodological framework that will guide the research process.

Research Philosophy

            In contemporary research practice, it has become the norm for a choice to be made between two major research philosophies: positivism and interpretivism. In positivism, an objective view of data is always adopted, and it is rooted in science and mathematics, where it is used as a guideline for measuring absolute objects within the natural world. A lot of focus is on the need to avoid bias by measuring variables using the quantitative method. Due to this objectivity, positivist research is most associated natural sciences as opposed to social sciences. Nonetheless, one may argue that an element of interpretivism cannot be avoided even in positivism because researchers must interpret the factual data they obtain in order to understand why a specific phenomenon exists.

            In contrast, the interpretivist research is based on the belief that it is possible for different researchers to come up with different, albeit equally valid, interpretations of the same phenomenon. Positivist researchers argue that the interpretation of reality depend on time and context. Interpretivist researchers collect qualitative data through methods such as participant observation and structured interviews. They accept that their activities and decisions will influence as well as be influenced by the process of undertaking the research, and that the relationship among the researcher, participants, and the phenomenon will develop naturally. 

            This research study will be undertaken using the interpretivist philosophy. This is line with the recognition that the task of critically evaluating e-learning as a training method in HR development involves establishing how the participants of the study perceive reality. The task of exploring the e-learning concept with a view to evaluate its benefits and limitations must involve gathering views from employees and employers. Those views will be constitute a subjective interpretation of reality, which can best be analyzed using the interpretivist philosophy.

Research Approach

            In determining the ideal research approach, the choice is normally between inductive and deductive methods. In the inductive approach, the researcher makes broad generations after making specific observations. In other words, he moves from specific towards general.  The researcher makes numerous observations, focuses on discerning a pattern, makes generalizations, and infers a theory or explanation. In other words, ideas must emerge from the available data instead of being imposed by the researcher, meaning that it entails a bottom-up approach.

            In contrast, the deductive approach requires researchers to begin with a hypothesis or general statement before examining the possibilities with a view to reach a precise, logical conclusion. In this case, they use data collect to validate or dismiss the validity of existing theory. In other words, it requires the researcher to move from the general towards the specific, meaning that it is essentially a top-down approach.

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            This study will involve the use of the inductive approach since it does not involve the testing of any hypothesis. Data from the case study will be depended upon to discern a pattern, make generalizations, and infer a specific theory or explanation. The data will primarily involve analysis of company publications, literature on e-learning within the context of the corporate environment in which the company operates, and the views of the members of the company. Moreover, this approach fits in well with the case study method since the latter normally produces more subjective, less quantifiable data set.

Research Strategy

            This study will be conducted using the case study strategy. This strategy essentially involves investigating a contemporary phenomenon in order to gain a better understanding of the context in which that phenomenon manifests itself. This means that the study will focus on a particular group, in this case all the members of the target organization who are involved in one way or the other in e-learning. The study will involve an in-depth investigation of the phenomenon in order to get a clear picture of the stakeholders’ attitudes, perceptions, and level of understanding of the phenomenon. No other research other than case research gives the researcher to carry out an in-depth research of that magnitude. The need for the case study strategy is also justified by practical and contextual factors surrounding this research study, primarily spatial-temporal constraints.

Research Choice

            Regarding research choice, the choice is normally between mono-, multi-, and mixed-methods (Lance et al., 2010). In the mono-method, the researcher relies on only one method of gathering data. In contrast, the multi-method involves the use of different methods of gathering data (Lance et al., 2010). In the mixed method, the researcher collects both quantitative and qualitative data. The research choice that fits in most with the present study is the multi-method since different methods of gathering data, including publications, scholarly journals, relevant books, and interviews with employees and managers of the case organization will be necessary. 

            Mono-method tends to be suspect because it requires the researcher to rely on only one approach to data collection. The rationale for multi-method in this study is that in most cases, social researchers who derive the findings of their studies from only one research method frequently stand accused of deriving findings from incorrect inferences. This is because measurement error is likely to have a profound impact on findings if only one data collection method has been used. Thus, mono-method research tends to be viewed with suspicion in that regard.

            The specific concept that is normally used in the elaboration of justification for the multi-method is triangulation (Meijer, Verloop & Beijaard, 2002). In triangulation, researchers are required to avoid the lure of over-relying on one research method and instead employing different measurement procedures in the investigation of a research problem. Thus, the main argument in support of multi-method research is that it plays a critical role in enhancing confidence in the study findings. This argument has greatly contributed to the growing popularity of this research choice.

Time Horizon for the Research

            The time horizon for a research study can be either cross-sectional or longitudinal (Rindfleisch et al., 2008). In a cross-sectional study, a specific group within the population is studied for a specific period in time. In contrast, a longitudinal study requires the same population to be researched over an extended time period. The present study will be based on the cross-sectional approach. The main reason for choosing this approach is a purely pragmatic one given that limitations of time and access make it impractical for the phenomenon under investigation to be studied for an extended time period.

            Moreover, the cross-sectional approach has two major advantages over the longitudinal approach. One of them is that it allows researchers to record data about participants without any manipulation of the study environment. Thus, it plays a critical role of offsetting criticisms regarding the potential of qualitative research to facilitate the alternation of the study environment in a manner that triggers bias. This advantage is normally captured well using the “snapshot” analogy, whereby the researcher focuses exclusively on capturing whatever data that fits into his frame. The other major advantage of cross-sectional research is that it creates an environment where the researcher can compare numerous variables within the same timeframe without necessarily incurring additional research-related costs.

Methods of Data Collection

            In data collection, focus is normally on two types of data: primary and secondary. Primary data is the kind of data that has been obtained through first-hand experience for purposes of the present research project, meaning that it has not been manipulated or interpreted in any way. On the other hand, secondary data is the kind of data that is already accessible, meaning that it has already been collected and interpreted in previous studies and it is relevant to the case study organization. In this study, both primary and secondary data will be used. Secondary data is very beneficial because of its huge potential to cover broad areas that are of interest to the researchers. However, there may be a few potential drawbacks in the form of irretrievability or simply a decision by some stakeholders to withhold it for confidentiality reasons.

            The use of primary data will correspond to the choice of qualitative approach, meaning that the researcher will use observation, interviews, journal articles, and company publications within the confines of qualitative research. To achieve the first objective, which involves critically reviewing literature on e-learning, the researcher will rely on a large body of journal articles, books, company correspondence, and relevant publications by corporate and industry players that address the phenomenon under study. To achieve the second objective, which involves profiling existing policies, analysis of secondary data as well as collection of primary data through structured interviews with employees and managers of the case study organizations will be necessary.

Planning and Critical Analysis

Gannt Chart for the Research Project

The Gant Chart below (Fig. 1) highlights, in summary form, the key tasks of the study and tentative timescales for their completion.  

 JulyAugustSeptemberDecemberJanuary
Review of Literature     
Refining Topic and Identifying the Aims and Objectives of the Study     
Reading Background Materials on Research Methods and Methodology     
Identifying Secondary Sources     
Conducting Primary Research -Interviews     
Analysing and Interpreting Findings and Linking Them to Literature; Updating the Literature Review     
Writing Up, Proof-reading, Printing, and Binding the Research Paper     

Figure 1: Gannt Chart for the Research Project

Ethical Considerations

The study will adhere to ethical considerations at every stage. It is unethical for researchers to trounce the rights of participants during the gathering, analysis, and interpretation of data. One fact of this study is that its participants are likely to be affected by it in one way or the other, meaning that a code of behaviour for ensuring that the participants’ rights are not violated should be developed.

            To begin with, the researcher will conduct the study in an ethical manner as stipulated in generally accepted ethical standards governing academic research. Specifically, the researcher will adhere to the checklist of ethical considerations as outlined by Maxwell and Beattie (2004). In this checklist, the most important considerations are informed consent and confidentiality (Miller et al., 2012; Corti, Day & Backhouse, 2000). To promote confidentiality and informed consent, the researcher will ensure that all those who participate in the interviews do so voluntarily, and this will be after a detailed presentation of the nature and objective of the research study. Moreover, in situations where secondary data will be obtained on condition of adherence to specific terms and conditions, such terms and conditions will not be violated under any circumstances. Given that the researcher is not an employee of the case study organization, he will fully discuss and seek consent on all ethical factors affecting the study.

Limitations of the Study

            This study will be affected by several limitations, one of which arises from the nature of data obtained through the qualitative approach. A major limitation to begin with is that qualitative data tends to be subjective in nature. For this reason, the researcher will endeavour to present a very comprehensive interpretation and evaluation of data. Moreover, due to time constraints, the researcher will emphasize on quality at the expense of quantity. Despite these efforts, the resulting findings may not be generalizable to the entire population.

            Secondly, the reliability of data used in the study may be put into question, again due to time constraints. It is possible for some interviewees to avoid answering certain questions (or answer them wrongly) if they feel that giving correct answers to those questions will paint them in negative light or jeopardize their job positions within the company. The researcher may not have adequate time to make follow-ups on those questions, leading to diminished confidence in findings. In such situations, the researchers will try and pose such sensitive questions in a manner that suggests that he does not intend to focus too much on individual liability but rather the circumstances surrounding the actions or views of the participants.

            Lastly, the researcher may not be successful in gaining access to all data and participants. For instance, the study aims to provide a critical evaluation of e-learning as a training method in the case study organization, yet business entities are always trying to protect their reputation by trying as much as possible not to disclose information that may expose their fundamental weaknesses. Such efforts may provide a major motivation for the decision by some of the most valued participants to decline the researcher’s interview requests.

References

Ali, G and Magalhaes, R (2008), ‘Barriers to implementing e-learning: A Kuwaiti case study’, International Journal of Training and Development, vol. 12, no. 1, pp. 36-53.

Beamish, N, Armistead, C, Watkinson, M & Armfield, G (2002), ‘The deployment of e-learning in UK/European corporate organisations’, European Business Journal, vol. 14, no. 3, pp. 105-116.

Burgess, J & Russell, J (2003), ‘The effectiveness of distance learning initiatives in organizations’, Journal of Vocational Behaviour, vol. 63, no. 2, pp. 289–303.

Corti, L, Day, A & Backhouse, G (2000), ‘Confidentiality and Informed Consent: Issues for Consideration in the Preservation of and Provision of Access to Qualitative Data Archives’, Qualitative Social Research, vol. 1, no. 3, pp. 16-30.

Davila, A & Elvir, M (Eds.) (2005), Best Human Resource Management Practices in Latin America: An agenda for international leaders, Routledge, New York.

DeRouin, R, Fritzsche, B & Salas, E (2004), ‘Optimizing e-learning: Research-based guidelines for learner-controlled training Human Resource Management’, vol. 43, no. 2, pp. 147-162.

Driscoll, M (2010), Web-based training: Creating e-learning experiences, 2nd Edition, Pfeiffer, San Francisco.

Dutton, J & Perry, J (2002), ‘How do online students differ from lecture students?’ Journal of asynchronous learning networks, vol. 3, no. 6, pp. 11-18.

Ghazinoory, S & Afshari-Mofrad, M (2012), Ranking Different Factors which Affect e-Learning Outcomes, International Journal of Computer Theory and Engineering, vol. 4, no. 2, pp. 234-237.

Gunasekaran, A, McNeil, R & Shaul, D (2002), ‘E‐learning: research and applications’, Industrial and Commercial Training, vol. 34, no. 2, pp. 44 – 53.

Hamburg, I, Engert, S, Anke, P & Marin, M (2008), Improving E-Learning 2.0-Based Training Strategies of SMEs through Communities of Practice, Proceedings of the Seventh IASTED International Conference on Web-Based Education, March 17-19, 2008 Innsbruck, Austria.

Haney, D. (2002), ‘Assessing organizational readiness for E-learning: 70 questions to ask’, Performance Improvement, vol. 41, no. 4, pp. 10–15.

Homan, G & Macpherson, A (2005), ‘E-learning in the corporate university’, Journal of European Industrial Training, vol. 29 no. 1, pp. 75-90.

Lance, C, Dawson, B, Birkelbach, D & Hoffman, B (2010), ‘Method Effects, Measurement Error, and Substantive Conclusions’, Organizational Research Methods, vol. 13, no. 3, pp. 435-455.

Macpherson, A, Elliot, M, Harris, I & Homan, G (2004). ‘E-learning: Reflections and evaluation of corporate programmes’, Human Resource Development International, vol. 7, no. 3, pp. 295-313.

Maxwell, G & Beattie, R (2004), The Ethics of In-company Research: An Exploratory Study’, Journal of Business Ethics, vol. 52, no. 3, pp. 243-256. ‘

Meijer, P, Verloop, N & Beijaard, D (2002), ‘Multi-Method Triangulation in a Qualitative Study on Teachers’ Practical Knowledge: An Attempt to Increase Internal Validity’, Quality and Quantity, vol. 36, no. 2, pp. 145-167.

Miller, T, Mauthner, M, Birch, M & Jessop, J (Eds.) (2012), Ethics in Qualitative Research, Sage, London.

Ramayah, T, Ahmad, N & Hong, T (2012), ‘An Assessment of E-training Effectiveness in Multinational Companies in Malaysia’, Educational Technology & Society, vol. 15, no. 2, 125–137.

Rindfleisch, A, Malter, A, Ganesan, S, Moorman, C (2008), ‘Cross-Sectional Versus Longitudinal Survey Research: Concepts, Findings, and Guidelines’, Journal of Marketing Research, vol. 45, no. 3, pp. 261-279.

Roy, A & Raymond, L 2008, ‘Meeting the Training Needs of SMEs: is e-Learning a Solution?’ The Electronic Journal of e-Learning, vol. 6, no. 2, pp. 89 – 98.

Salmon, G (2013), E-Moderating: The Key to Online Teaching and Learning (Third Edition), Routledge, London. 

Sambrook, S (2003), ‘E‐learning in small organisations’, Education + Training, vol. 45, no. 8, pp.506 – 516.

Saunders, M, Saunders, M, Lewis, P & Thornhill, A (2011), Research methods for business students, 5th Edition, Pearson Education India, New Delhi.

Servage, L (2005), ‘Strategizing for workplace e-learning: Some critical considerations’, The Journal of Workplace Learning, vol. 17, no. 5, pp. 304-317.

Strother, J (2002), ‘An assessment of the effectiveness of e learning in corporate training programs’, The International Review of Research in Open and Distributed Learning, vol. 3, no. 1, pp. 1-22.

Weng, C & Tsai, C (2015), ‘Social support as a neglected e-learning motivator affecting trainee’s decisions of continuous intentions of usage’, Australasian Journal of Educational Technology, vol. 31, no. 2, pp. 177-192. Wild, R, Griggs, K, Downing, T (2002), ‘A framework for e‐learning as a tool for knowledge management’, Industrial Management & Data Systems, vol. 102, no. 7, pp. 371 – 38

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