A Model of Jordanian Firm’s Trainees’ Acceptance of A Web-Based Training

INTRODUCTION There is growing in e-learning environment and the relevance of training program content for employee's skills improvement. Theoretical models helping researcher and executives to understand the fundamental factors required for the use of e-learning technology to lead a successful implementation with minimal cost and risks of technology adoption. Amount of technology acceptance models and frameworks proposed for determining the most important factors and most essential for e-learning technologies acceptance which as a result provide an insight to business firms for addressing and removing barriers to use-learning technology. Models that are most cited in literature which assess in creating the proposed model are: 1. Technology Acceptance Model (TAM) (Davis, 1993), 2. TAM2 (Venkatesh & Davis, 2000), 3. The Unified Theory of Acceptance and Use of Technology (UTAUT) (Venkatesh et al., 2003), and 4. Diffusion of Innovation by Rogers (1995). Models such as TAM (technology acceptance Model). The Unified Theory of Acceptance and Use of Technology (UTAUT), The Theory of Reasoned Action, all attempted to explain and present these reasons. The efficiency and convenience provided by e-learning especially web based training are becoming more desired by business firms to maintain their competitive advantage and even necessary to their survival, the role e- learning become larger and disruptive. E-learning technologies will have the greatest effect on performing teaching duties and learning activities, including student, teacher relationships (Schaper & Pervan, 2004). In addition the concept of learning and teaching changed significantly due to pervasive influence of computer technology, instead of learners passively participate in the learning process they can currently have greater role in achieving learning goals. Nevertheless educators remain doubter and reserved towards adopting computer technology thus e-learning (Kelly et al., 2005). Jordanian trainees willing to use web-based training technology due to they don't have enough time to learn or train, dealing with the barriers and addressing the exact factors accepted web-based training technology from meeting their intended goals and contribute positively to the training process is the main concern of this study. To be able to understand the factors effect on web based technology a clear understanding of the WBT technology must be presented before further proceeding such as the concept and characteristics of web based training, and the e-learning ways that could be applied using this technology. Therefore, the goal of this study is to develop and validate a theoretical model of WBT adoption, and the intention to usage behavior, the results of the current study will be helpful to various Jordanian training firms understanding, stimulating, and facilitating the adoption and usage of such technology in learning and training courses. THEORETICAL BACKGROUND Web-based training "WBT" could be referred as "any purposeful, considered application of Web technologies to the task of educating a fellow human being. " (Liu, 2001). Using the Internet and World Wide Web as a medium through which training material is delivered and some cases practiced can be called as Web-based training, although many benefits can be harnessed from using such method in training such as training at ones pace, and their own time, caution should be taken by the user first to carefully examine the content and be able to verify the authenticity of that content (Nielsen, 1993). Web-based training arise its advantages from technology based training such as; self-paced, highly interactive, increased retention rates, and reduced costs (Jonassen, 1955). Compared to instructor-led training, there is no size constrains on the number of employees that can be trained simultaneously, standardized content, and easily update (Liu, 2001). It is believed by many that using technology in education may result in the destruction of the unique relationship between students and their tutors or instructors and teachers, by downgrading the teaching process, it has been argued that fewer than 50% of the students have completed the training course, because it is less attractive than traditional class rooms which has more interaction. …