Abstract
Online training has been gaining popularity for its flexibility and cost-efficiency. Its introduction challenges existing practices of in-service training which are mostly in the form of onsite training. Based on a participative, interpretive case study, we conceptualized in-service training as an institution, examining how the introduction of online training affected changes to the in-service training practices. Our research investigates three modes of in-service training; onsite training, self-paced online course, and synchronized online training. Two conflicting institutional logics that are associated with the first two modes of training emerge; onsite training logic and online training logic. The in-service training institution in Indonesia remained stable despite changes in technology used and the covid pandemic. The logic of onsite training continued to be dominant throughout the period, and most training practices in onsite training were carried over to the online training without reflections.
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