The purpose of this empirical study was to examine the types of e-Iearning barriers and to establish the nature of relationships among (a) barriers perceived by employee e-Iearners in the process of starting, continuing, and completing online training; (b) demographic variables; (c) background characteristics; and (d) e-Iearning self-efficacy. The population was comprised of employees (N = 4807; n = 865) who had participated in Web-based training delivered 100 percent online. Convenient samples of employees were drawn from seven organizations representing (a) IT Manufacturing, (b) Oil Exploration & Manufacturing, (c) Public School District, (d) Health Insurance, (e) Wholesale Distribution, (f) IT Consulting, and (g) US Military. The social cognitive learning theory's dimension of self-efficacy examined e-Iearners' Internet and computer self-efficacy. Schilke's (2001) conceptual framework on e-Iearning barriers and ideas from various critics of the technological study guided the present study. v The E-Iearning Barriers and Self-Efficacy (ELSE) survey was used to collect data from volunteer employees. This Web-based anonymous survey had 82 questions in three scales: (a) demographics and background characteristics; (b) Barriers in E-Iearning (BEL) scale (alpha = .9496) and one open-ended question; and (c) E-Iearning Self-Efficacy (ELSE) scale (alpha = .9487). The instrument was validated using subject matter experts and a pilot study. Response rates were 52.5% (pilot study) and 18% (main study). Data were analyzed using exploratory factor analysis, multiple regression, MANOVA, and Pearson correlation. Open coding was used for the open-ended responses. Seven categories of barriers (factors) emerged: (1) Dispositional, (2) learning style, (3) instructional, (4) organizational, (5) situational, (6) contentsuitability, and (7) technological barriers. The barriers means ranged from 1.29 to 3.00 on a 5-point scale (1 = weak and 5 = strongest barrier). Barrier ratings were weak on all categories. Personal barriers (M = 1.54) were the least common while situational barriers were the most prevalent (M = 2.81). The multidimensional nature of these barriers demands a systemic approach to reduce them. A MANOVA test indicated significant differences in barriers among the seven organizations.

The ASTD E-Learning Handbook: Best Practices, Strategies, and Case Studies for an Emerging Field, by Allison Rossett (Ed.). (2002). New York: $49.95 (cloth). ISBN 0-0713-8796-X.Like many other technologies, e-learning has its enthusiasts and skeptics. The enthusiastic view seems to dominate most of the e-learning literature, giving positive attributes of e-learning, high growth indicators, and lots of promises. However, as Allison Rossett, the editor of The ASTD E-Learning Handbook, notes, "The delicious e-learning honeymoon appears to be over" (p. 9). Thus, her purpose for writing this book was to "encourage dialogue, reflection, planning, and action surrounding e-learning" (p. xiii). Critics are increasingly pressing for quality and standards in e-learning, and practitioners are seeking best practices in instructional design, content development, implementation, project management, and evaluation of e-learning. This book does a good job of capturing these topics through contributions from chapter authors who share both positive and negative experiences with e-learning. By incorporating ideas and experiences from recognized experts in e-learning, this book provides a key resource for HRD practitioners and other e-learning stakeholders.The notable features of this book are Rossett' s definition of e-learning, a perspective that she calls the "big tent view." This broad view goes beyond common definitions that limit e-learning to an instructional delivery tool. This perspective expands the scope of e-learning to encompass five functions: (1) learning, (2) information support and coaching, (3) knowledge management, (4) interaction and collaboration, and (5) guidance and tracking. Past definitions focused primarily on the learning component, leaving out the other elements, which are just as valuable. Second, the contributions of various e-learning practitioners and academics offer enriching experiences that are needed as e-learning continues to take root. The discussions in this handbook clearly indicate growing dialogue and offer a more holistic view of e-learning.This review explores the book' s strengths, contributions to HRD, an overview, and limitations. The target audiences for this book are executives and HRD practitioners, but the experiences shared, topics discussed, and the questions raised are valuable to various stakeholders. The book should appeal to a wide audience of practitioners, researchers, administrators, managers, academics, students, and e-learning vendors and providers.