The use of e-learning for on-the-job training has grown exponentially in the last decade due to it being accepted by people in charge of businesses. Few papers have explored virtual training from the workers' standpoint, that is, the perception they have about the different training methodologies (face-to-face vs. virtual) and the attitudes they have towards on-the-job learning. Training, in this context, is an investment for both the two participating agents: businesses and workers. It seems logical that knowing the perceptions and attitudes shown by the targets of the training is, at least, as important as knowing the advantages for the companies.To analyse workers' perceptions and attitudes we conducted an online survey of 2,000 employees of the leading European savings bank, CaixaBank (http://www.caixabank.com/index_en.html), on training habits, perceptions, motivations, and disincentives of undertaking face-to-face or online instruction. The results reveal that workers perceive e-learning as a more flexible and up-to-date training methodology. On the other hand, face-to-face training continues to be perceived as a more motivating methodology compared to virtuality and with better explanations from the course trainers. As regards motivations given by the workers when it comes to training, there are three main groups of attitudes: those which are more affective and social, those which reveal poor adaptability or fear of the new training requirements, and, finally, those linked to the knowledge society. Such results state that while the benefits of distance methodology can be clearly identified from the company's point of view (i.e., as a flexible and efficient methodology to develop the employees' skills and knowledge), from the employees' standpoint, the On-the-Job E-Learning : Workers' Attitudes and Perceptions Batalla-Busquets and Pacheco-Bernal Vol 14 | No 1 March/13 41 advantages of virtual training are not so clear and depend to a great extent on their attitude towards the use of virtuality.

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This study aims to offer a set of empirically-based guidelines for the design of hypermedia teaching resources used in computer-mediated educational environments. These criteria are: incorporating additional tools to guide and aid navigation; limiting the use of hypertext structures; the intensive use of various formats (multimedia) and the integration of two editions of the material adapted to two different contexts of reading and study (online and offline). The suitability of these criteria is then determined by developing an integrated set of hypermedia teaching materials based on them and testing the materials in a real e-learning context. The results indicate that the students perceive the new educational material based on the proposed criteria more favourably than the existing teaching resources used in the same learning environment.

The aim of this study is to investigate the determinants for the intention to adopt mobile technology as a data collection methodology in market research projects. A conceptual framework was developed using the technology-organization-environment (TOE) model to identify technological factors (perceived benefits and limitations), organizational factors (open attitude toward change, professional competence, satisfaction with traditional systems, and firm size), and environmental factors (industry pressure, client pressure, and participant pressure) affecting adoption. The empirical study was performed with data from 67 firms in the Spanish market research industry, which were analyzed using partial least squares (PLS). The results suggest that only organizational and environmental factors have a significant influence on adoption. Key factors include professional competence, organizational openness, satisfaction with traditional and online methodologies, and pressure from industry, clients and survey participants. The findings reveal that technological characteristics are no longer a driver, as firms are starting to adopt mobile marketing research based on its greater convenience for participants, and as an element of strategic differentiation.