Theorizing e‐learning participation: a study of the HRD online communities in the USA

Abstract

PurposeThis study sets out to investigate the e‐learning participation and completion phenomenon in the US corporate HRD online communities and to explore determinants of e‐learning completion.Design/methodology/approachBased on the HRD Learning Participation Theory (LPT), this study takes a two‐stage approach. Stage one adopts an interview approach to selected e‐learning managers and to bridge the LPT with empirical data for stage two; stage two develops a survey questionnaire for collecting e‐learning completion related data. Statistical techniques are used for data analysis.FindingsThe study finds that the e‐learning completion rate is significantly higher in the online HRD communities than those reported in the popular media. The results show that e‐learning completion is influenced by individual, organizational, and learning process factors and variables. Environmental factors also influence the completion rate to a certain degree.Research limitations/implicationsThe data were obtained from HRD online communities in the USA. Generalization of the results should be exercised with caution. The study offers implications to HRD research and theory building as an example covering the conceptualization, operationalization, and application phases.Practical implicationsOrganizational policies, workload during learning process, e‐learning location in terms of home vs workplace, among others, are significant determinants of the e‐learning completion rate. Organizations should consider these factors when implementing e‐learning interventions.Originality/valueThe study fills a gap in the HRD e‐learning literature. While most research on corporate e‐learning is focused on technology features or instructional design, little attention has been paid to whether learners can complete planned e‐learning. The study also contributes to HRD theory building.