| Previous research showed that learners' reluctance in participating in e-Learning training is a major obstacle in achieving training objectives. This study focused on learners' e-Learning engagement in professional training in the chapter of the American Society for Training and Development (ASTD). The participants were 21 chapter members. Informed by the theory of self-efficacy, the technology acceptance model, and the theory of innovation diffusion, the research questions examined the extent to which the chapter's e-Learning adopters and nonadopters differed in the levels of computer self-efficacy and technology acceptance, and the extent to which they perceived the innovative advantages of e-Learning differently. To address the research questions, a case study using a mixed-method research with parallel inquiry structure was employed. A t test was performed, which showed no differences in the levels of computer self-efficacy and technology acceptance between the adopters and nonadopters. However, the 5 themes that emerged from the interviews showed that the adopters and nonadopters viewed the advantages of e-Learning differently based on factors such as career goals, previous e-Learning experiences, and perceptions of the effectiveness of an e-Learning structure. The major outcome of this study was a white paper that proposed a training program amendment as a resolution to the chapter's e-Learning engagement problem. The findings of the study informed the chapter leaders of necessary policy and procedure changes in improving e-Learning integration into professional training. The findings and the training program amendment could be adapted by other similar organizations to benefit training leaders, facilitators, course designers, as well as learners of other organizations. |
